file which includes the original illustrations4 ,see #dfcfe-;h4htm or #dfcfe-;h4zip3 7https3_/_/www4gutenberg4org_/cache_/epu b_/#dfcfe_/pg#dfcfe-;images4html7 or 7https3_/_/www4gutenberg4org_/files_/#df cfe_/dfcfe-;h4zip7 ,images of the original pages are available through ,internet ,archive_/,american ,libraries4 ,see https3_/_/archive4org_/details_/ourschoo lsinwart#jj;deanrich ,,our ,,schools ,,in ,,war ,,time--,,and ,,after by ,,arthur ,d4 ,,dean1 ,,sc4,d4 ,professor of ,vocational ,education1 ,teachers ,college ,columbia ,university1 and ,supervising ,officer ,bureau of ,vocational ,training1 ,new ,york ,state ,military ,training ,commission ,ginn ,and ,company ,boston ,new ,york ,chicago ,london ,atlanta ,dallas ,columbus ,san ,francisco ,copyright1 #aiah by ,arthur ,d4 ,dean ,all ,rights ,reserved #eah4f ,the ,athenum ,press ,ginn and ,company ,proprietors ,boston ,u4,s4,a4 ,,foreword ,it is not an army that we must shape and train for war2 it is a nation4444 ,the whole nation must be a team in which each man shall play the part for which he is best fitted4444 ,each man shall be classified for service in the place to which it shall best serve the general good to call him4444 ,the significance of this cannot be overstated4 ,it is a new thing in our history and a landmark in our progress4 ,it is a new manner of accepting and vitalizing our duty to give ourselves with thoughtful devotion to the common purpose of us all4--,,woodrow ,,wilson1 ,proclamation1 ,may #ah1 #aiag ,,contents ,,chapter ,,page ,i4 ,,bringing ,,the ,,war ,,into ,,the ,,schools #a ,,ii4 ,,war ,,and ,,community ,,uses ,,of ,,our ,,schools #ag ,,iii4 ,,the ,,field ,,for ,,industrial ,,and ,,trade ,,schools #ec ,,iv4 ,,our ,,colleges ,,and ,,technical ,,institutes #hj ,v4 ,,the ,,opportunity ,,for ,,manual ,,and ,,household ,,arts #aae ,,vi4 ,,the ,,work ,,impulses ,,of ,,youth #ace ,,vii4 ,,organized ,,boy ,,power ,,vs4 ,,military ,,drill #afe ,,viii4 ,,red ,,cross ,,and ,,other ,,community ,,work #aib ,,ix4 ,,re,,ducation ,,of ,,the ,,disabled #baa ,x4 ,,farm ,,cadets #bcd ,,xi4 ,,the ,,organization ,,of ,a ,,cadet ,,camp #bgb ,,xii4 ,a ,,summarized ,,program ,,of ,,action #cjd ,,index #cca ,,our ,,schools ,,in ,,war ,,time--,,and ,,after ,,chapter ,i ,,bringing ,,the ,,war ,,into ,,the ,,schools ,the summer of #aiag found ,america realizing that the war which it had entered was not going to be won by the mobilization of an army and a navy1 however strong and efficient they might be4 ,in the proclamation of ,woodrow ,wilson the whole nation was called upon to mobilize with a clear1 succinct purpose of organizing those forces of industry1 of education1 of woman power1 which are back of every successful struggle of a nation in peace or in war4 ,the ready acceptance of the slogan ,win the ,war in the ,air1 with the public clamor for aviation1 was but an indication of the general awakening of the public to the truth that the war must be won by the use of forces as yet undeveloped1 or undirected towards national ends4 ,the mobilization which teaches the saving of our national resources1 which directs the thoughtful distribution and wise use of our products1 which cultivates the patriotic spirit of service in the boy and girl power of the nation1 properly belongs to the field of education1 not only in war but in peace4 ,to the schools of ,america1 therefore1 the war has come as an opportunity for developing a closer relation between education and life1 between life and service4 ,our gradual entrance into the war and our distance from the conflict have given us the chance of pausing and surveying the situation before acting1--advantages which were unfortunately denied ,england and ,france4 ,at the beginning of the war ,england apparently almost wrecked her schools1 and is slowly repairing the mistakes of hurried action in suspending the attendance laws4 ,france is saving her schools that the nation may go on after the war4 ,it remains for ,america to use the war to make better schools4 ,the mobilization of our schools is not concerned with the introduction of military drill1 whether voluntary or compulsory4 ,it is an experiment in working out the relation of education to war4 ,we are1 all of us1 empirics in this experiment2 there is no body of tradition and theory to help us4 ,the ancient world offers us no parallels2 the modern ,german system throws no light on it4 ,america1 equally with the nations of the older world1 is a pioneer in the field4 ,this is a novel experience for us who have been originators only of free education in the past or of administrative systems1 not of types of new education4 ,largely what we have to guide us is some experience of ,france and ,england in what to avoid4 ,this negative counsel is valuable in restricting our experiments1 but is scarcely constructive in its nature4 ,one of its most valuable lessons1 however1 is to show us that we must not take our schools into the war1 as ,england did1 but bring the war into the schools4 ,the fact that the problem is a novel one and that it is experimental does not make it futile4 ,all education is experimental in adapting the individual to his changing environment4 ,during recent years our schools have had to consider the outside forces of the changing world4 ,it was in #ahha that the first manual-training high school opened its doors under the hostile gaze of incredulity and disapproval4 ,since then our educational system has been bombarded with essays on the relation of education to life1 on practical aspects of education1 on vocational guidance1 on trade schools1 etc4 ,we have only to look at the vastly differentiated courses of our colleges 7some of which have lost all trace of the humanities71 at the variegated courses in our high schools1 at our remodeled elementary courses1 to realize that in thirty years the whole attitude of the people towards our schools has undergone a vast change4 ,these changes were regarded as revolutionary at first4 ,but it is no more revolutionary to introduce the war into our schools than it was to introduce the laboratory study of sciences1 or agricultural studies1 or courses in millinery and home-making1--that is1 if we understand the meaning of war into the schools4 ,it is not to be denied that the educational emphasis is different4 ,the student who takes an agricultural course1 and thus prepares himself to be a modern efficient farmer1 is only indirectly doing work of service to the ,state4 ,his aim is individual improvement1 an advance which results in general benefit to the ,state2 whereas a girl who does ,red ,cross work in school1 or a boy who works in a war garden1 benefits the individual through the larger service of collective responsibility in serving the nation directly4 ,we are not unmindful of the fact that war is a temporary condition1 and we must not crowd out the fundamental studies to meet the needs of a temporary environment1 however urgent the need may be4 ,in carrying the war into our schools we must emphasize those permanent elements which are as necessary in war as in peace2 we must use the war as an opportunity to develop service to the ,state1--service which may be vitalizing and ennobling1 full of purposeful appreciation of collective responsibility4 ,in our study of the introduction of the war into our schools we may properly shut out discussions of elements which have no educational value4 ,many of the proposals for the war uses of our schools have been of a haphazard nature1 called out by a well-meant desire to meet the emergency4 ,much of the legislation concerning itself with the employment of school children or of those under compulsory school age has been1 and may yet be1 harmful4 ,the suggestion of using the schools as recruiting stations has lost value with the operation of the selective draft4 ,ill-considered proposals to turn over the vocational and manual-training departments to the government for the purpose of making munitions have shown a lack of knowledge of their meager equipment for an industry highly specialized with standard jigs and fixtures4 ,a department store1 a clothing factory1 a library1 or an office building would be about as fit for such a purpose as a school building4 ,the same may be said of the use of our schools as hospitals4 ,our schools must be retained as educative plants1--training munition workers1 if we will1 but not making munitions2 providing the government with skilled artisans and scientists1 but by no means converting their function of education into that of industrial production4 ,the war work of our schools is more easily planned in those which have technical and vocational departments than in those which contain only the desk and office equipment4 ,distinctions must be made1 too1 between schools in agricultural and industrial centers4 ,the experiments made in ,new ,york with farm cadets show that the country boy has certain advantages over the city boy in all forms of rural and garden employment4 ,we must not expect the same kind of work from the high-school boys and girls in ,new ,york ,city that we may exact from country children of the same age4 ,the city boy may be needed in emergency office and factory work4 ,instead of contributing service as a farm cadet1 he may become a coperator1 giving part-time service to industry and to commerce and part time to school1 as many of our city boys are now doing4 ,in dealing with the institution of higher grade we find as many distinctions in service4 ,in the college of the cultural type--the college of individualism--it is the individual who serves the ,state1 how nobly may be seen in the ,english universities of ,oxford and ,cambridge4 ,in the public schools and socialized institutions with vocational work1 however1 it is the institution which serves4 ,this service of the institution may be classified under two heads4 ,in the case of the elementary schools to some extent1 and of the high schools to a greater extent1 our war work should be brought into them4 ,in the technical1 vocational1 and trade schools the institution should reach out towards the war4 ,in the first instance the function of the elementary and secondary school should be to adhere to the purposes for which they were created4 ,the function of the higher technical1 vocational1 and trade schools should be to prepare the skilled students to take the places of those who are called to military service2 to give scientific training1 indispensable in war2 to assist1 through courses for the blind and crippled1 in the reducation of those disabled in war service1--that is1 our technical schools may be schools of special preparation and industrial readjustment4 ,we shall observe1 in working out the problem1 that we have offered to us by the war an opportunity to make our schools better by bringing education closer to life1 not only materially but spiritually4 ,if we have failed to train our youth in coperation and service to the ,state in the past1 the war gives us a new motive4 ,for to impart skill in use of hand or brain without teaching collective responsibility is to fail in our national duty4 ,to our schools we must look as the agencies which are to carry on the great work of education in service1 a noble and purposeful objective for which to work1 directing the growth of our children into an efficient and devoted citizenship4 ,someone will urge3 ,the war will soon be over and we shall hardly get started in war service before there will be no need for such service4 ,of course those who believe1 or at least seem to practice the belief1 that the schools are to lag far behind every economic1 industrial1 and social movement and are to be mere looking-glasses for the workaday world1--such people would not be expected to bring the war into the schools until some historian had written a text setting forth the dates1 drawing the battle lines1 naming the commanding generals1 and picturing the final boundaries determined by some ,hague conference4 ,it is such professional obstructionists who make no provision for the millions of our foreign born to learn the ,english language and ,american customs through the establishment of up-to-date methods in teaching the adult illiterate4 ,it is such laissez-faire persons who allow children to slide out of school unprepared physically1 mentally1 or vocationally for the life ahead4 ,it is such who insist upon the disciplinary-value idea of subject-worth in the face of modern psychological thought4 ,it is such conservatives who say that agriculture can be taught only on the farm2 that it is the business of the factory to teach the trades2 that girls may learn to cook from their mothers2 that elementary courses in woodworking and freehand drawing constitute vocational training2 that algebra1 ,latin1 ancient history1 and trigonometry are essential features of the curriculum for training capable stenographers4 ,it is these people who say that the public schools of ,america are bulwarks of the nation1 and consistently erect bulwarks against every agency which actually reflects the social and economic needs of the day4 ,but those who believe that the school should study the past and live in the present and strive for a better future will find that the war brings out for the schools not only the lessons of a day1 but the needs and opportunities of a decade4 ,it has been stated that movements or men unresponsive to the present world crisis and failing to meet present needs and opportunities do not deserve to exist4 ,whether the statement be exactly true or not1 it is evident that the up-to-the-minute man or the live school or the progressive industrial establishment or the efficient department of government is responding to the national need in exact proportion to the response made to the needs and opportunities existing before war was declared4 ,it is this responding power which is testing our men and women1 our institutions of government1 our industries1 and our schools4 ,nothing makes this clearer than the daily news4 ,we read that since the ,railroads ,war ,board has been established1 the railroads have increased their operating efficiency #bf per cent1 with the result that they are now handling twice the freight and have #ge per cent fewer idle cars2 that aroplane motors are soon to be built as rapidly as a certain well-known automobile can be2 that standardized destroyers and merchant ships are to be turned out by the scores2 that dyes equal to those formerly imported have been evolved2 that prominent men of means have contributed their services to men in authority in ,washington2 that well-known social workers are on their way to ,france and ,belgium4 ,all these things and countless others show us how a military necessity has brought out the best that is within us4 ,and the best of it all is that there is nothing which we are doing in the way of making standardized products or in extending the services of useful men that cannot be permanently useful after the war is over4 ,our military necessity is teaching us new and permanently effective standards of making things4 ,meanwhile1 are the schools of ,america to fail by not rendering service to a nation in time of need1 by not establishing permanently effective standards in the making of useful boys and girls1--boys and girls1 as ,roosevelt puts it1 who realize that they are a part of ,uncle ,sam's team8 ,the schools and colleges that were alive before the war began are breathing the breath of life more deeply now4 ,those which were asleep are waking up and not only learning to serve1 but through this service learning to live4 ,a little school in ,vermont in a report on what it has in the way of war equipment states that it has only ten benches1 but adds that these have been used by sixty boys who take manual training4 ,a school system which can be as efficient as that in time of peace may naturally be expected to state1 as it does in response to a recent inquiry3 ,our instructor has been on the job all summer1 helping especially where the boys and girls are working on the farms or have gardens4 ,he has also organized canning and drying clubs and is giving instruction to different groups of boys4 ,the university which has extension courses in time of peace naturally has war extension courses4 ,the prominent business man of ,massachusetts who for years interested himself in state ,y4,m4,c4,a4 work would naturally be expected to enlist1 as he has1 for ,y4,m4,c4,a4 work in ,france4 ,now if the college or institution or individual serves in time of need because of a habit of serving1 might it not be equally true that a somnolent individual or school1 if once stirred to service1 might through such service learn always to serve8 ,at this time the government of the ,united ,states is going to learn how to become efficient4 ,the state colleges of agriculture are testing their former efficiency1--the test being the power to serve4 ,schools may now learn what it means to be efficient by the service which they may now render4 ,not an activity is proposed nor a principle of educational practice given in the chapters which follow but should be brought into our schools in times of peace4 ,we are going to sew now for the ,red ,cross because it is war time4 ,later we shall sew for institutions in our community4 ,now we are going to develop part-time schools because industry needs boys4 ,later we shall have coperative courses because boys at work need further schooling4 ,now we are placing city boys on farms because the farmers need labor4 ,later we shall place farms on the minds of boys because youth needs contact with nature4 ,now we have current-events discussions about loans1 submarines1 aroplanes1 and ,i4 ,w4 ,w4's because the government needs support4 ,later we shall teach the meaning of the same things because thoughtfully trained people are needed by the government4 ,now we are to teach patriotism and thrift because the nation needs them4 ,later we shall teach them because they are essential in themselves4 ,now we have extension courses in economical cooking for adult women as a war measure4 ,later we shall have it as a home measure4 ,now we are bringing adult women into the schools to receive instruction with their children4 ,later we shall do the same thing because it is the only sensible procedure under any and all conditions4 ,now we think in terms of reducation of disabled soldiers because of the immediate need of helping these honored men4 ,later we shall turn what we have learned to do for these men into better provisions for making self-supporting our crippled and blinded children who are now in dependent institutions being made still more dependent by the very nature of the poor apology for vocational training which is given them4 ,now we have clearly before us the need for industrial education because the government is crying for workers4 ,later we shall see the need for industrial education because those who are to work in the industries need it4 ,now we hold a child-labor law before youth tempted by industry4 ,later we shall endeavor to hold before youth better opportunities for vocational1 physical1 and mental training in our schools as an inducement to stay in them4 ,what are the schools and colleges going to do about it all8 ,certainly they will not intentionally injure the cause of education by starting ill-developed ideas of war service4 ,but the desire to avoid the bad should not by any means imply inaction4 ,this is the psychological moment for all of us to justify our very existence as individuals or as parts of an institution or a movement4 ,one could only pity a school man who recently said3 ,really1 ,i am envious of some of my colleagues4 ,they have something to do at this time1 while the subject which ,i am teaching can make no contribution4 ,there has never been a time in our school life when taxpayers1 boards of apportionment1 women's clubs1 state granges1 boards of trade1 could be made more interested in having the schools broaden out along lines of continuation-school and part-time work1 differentiated courses in our high schools1 physical-training courses1 evening courses for adult illiterates1 thrift measures and school savings1 teaching of current events1 more practical science work1 teaching of agriculture1 unit courses in household arts1 and a score of other things which the school men of ,america say they want and which they are always saying the public will not stand for4 ,shall we let the golden opportunity for enrichment pass until after the war1 when cities will most certainly preach and practice poverty8 ,now is the time to evaluate our school subjects1 to bring in the new if they are worth while1 to scrap the old if they do not stand the test of national needs4 ,if a community will not stand for cooking when the ,h4 ,c4 ,l4 rises like a specter before our doors1 it will never vote for household arts after the war4 ,if a city school favorably located near the open country will not now extend its educational program to include community gardening when prices of farm products are excessive1 it will hardly broaden out when the crisis of our material needs is over4 ,if a state will not line up with the ,federal ,board of ,vocational ,education for national aid for its vocational schools when its industries are crying for trained youth1 it will never move forward in time of a normal demand4 ,if we do not reorganize our schools to bring in the best while we may1 we shall in all probability be required in the near future to discard some things which we have1 without having any opportunity to develop the new things which we have stated in our conventions and teachers' institutes that we earnestly desire4 ,world conditions challenge our schools4 ,what is their program8 ,,chapter ,,ii ,,war ,,and ,,community ,,uses ,,of ,,our ,,schools ,an evaluating test for each of our school subjects has at last been found4 ,the test is the capacity of the subject to respond to a national need or a national ideal4 ,in many instances of the countries concerned in this great war the schools as a whole have amply justified their existence1 and many of the subjects taught have stood through this world emergency the acid test of meeting national needs4 ,the scientific and efficiency spirit of ,germany is reflected in the posters spread over ,berlin3 ,send your cherry1 peach1 and plum seeds to the schoolhouse with your children1 seeds being used for making fat and oil4 ,the spirit of ,france has been reflected1 as will be seen in the following pages1 in the work of the teachers and the children for the preservation of that wonderful nationalism of ,france4 ,the schools of ,england are reshaping themselves--in fact1 are being remade--as a result of the shortcomings set forth by the war4 ,the schools of ,america are to go forward4 ,patriotism now has a new meaning4 ,the principal from his school platform has opportunity for announcements and talks other than those dealing with routine matters4 ,the cooking teacher has opportunity to develop new recipes adapted to present needs4 ,the teacher of history may redraw almost every day the map of ,europe4 ,the teacher of manual training may substitute problems in concrete for those requiring high-priced wood materials4 ,the school buildings near soldiers' camps may1 like the ,washington 7,d4 ,c47 buildings1 be opened for educational purposes for soldiers1 that they may take up general or special educational work4 ,teachers of ,english may have their pupils study ,president ,wilson's messages of state as models of ,english composition and expressions of ,american democracy4 ,the opportunity is before the schools and the children4 ,there are in our school system three elements which may be of use in war3 the building itself with its equipment1 the school population of boy and girl power1 and the teaching force4 ,in ,england1 during the first year of the war1 all three were called into requisition4 ,within a few months over #ajjj school buildings were in temporary military use1 and even on ,august #a1 #aiaf1 #ahj elementary- and #bj secondary-school buildings were still occupied for war work1--for hospitals1 billeting of troops1 housing of munition workers1 etc41--the number of children displaced being #abi1hee4 ,in many cases the use was expected to be temporary1 but many buildings have been retained permanently4 ,the children whose schooling was thus interrupted1 when too young for employment1 generally drifted aimlessly into juvenile delinquency1 while those older1 although below the established employment age1 went to farms and munition factories4 ,that is1 the taking away of the school building was concomitant with the suspension of restrictions on age of employment and hours of labor4 ,the children of the prosperous class were likewise affected by the departure of over #ej per cent of the teachers for military service4 ,these many interruptions in the carrying on of educational work were the result of the short-war fallacy2 they were emergency measures adopted to meet a condition which it was generally supposed would last but a few months4 ,when1 however1 it was realized by statesmen and the public that the interference with education and the suspension of laws regulating employment were resulting in irreparable injury to health and morals of an employed child population under #ac years of age of #aej1jjj1 and an idle younger population variously estimated at from #bjj1jjj to #cjj1jjj1 corrective measures were adopted4 ,american schools must learn from ,english experience what to avoid4 ,there are many legitimate uses of schools which ,england is now employing2 and the warnings of interested ,english educators should keep our legislatures and municipalities from breaking down the compulsory-education laws or converting our schools into industrial plants4 ,our aim1 as previously stated1 should be to bring the war to the school curriculum for educational purposes1 not to take the schools into the war1 losing sight of their definite function4 ,in ,france1 at the outbreak of the war1 many of the school buildings were requisitioned1 and #cj1jjj teachers were called to the colors4 ,the hardship to the young resulting from this patriotic sacrifice was met as far as possible by the generosity of private citizens who gave rooms or buildings for classes1 and by professional men1 too old for service1 who volunteered to carry on the work of teaching4 ,france was swift to realize that education must be carried on at all costs4 ,in districts near the fighting line schools were of necessity transformed into hospitals1 often with a staff of women teachers temporarily acting as nurses and attendants2 but it has been the policy of the department of public instruction to regard this service as temporary1 and the teachers as conscripted for education4 ,the trying circumstances under which the schools have been carried on1 serving nobly during the term after hours and during vacations1 make their achievements a record of honor4 ,in the country districts where all the local officials were mobilized1 the teacher became the sole agent of government1 making out passports1 requisitions1 relief lists1 etc41 procuring food1 operating a public kitchen1 acting as postmaster1 doing guard duty1 and rendering numberless other services to the community4 ,one of the first tasks of the primary schools was to undertake entire care of children left without adequate protection4 ,in country districts the teachers were1 in default of newspapers1 the dispensers of official information1 explaining government loans and giving talks on the progress of the war4 ,thus the entire village was brought into the schoolhouse1 which became the real center of the community4 ,in the ,united ,states and ,canada the schools may well copy some of the measures initiated in ,europe4 ,that we are #cjjj miles from the actual battleground ought1 for the present1 to keep us from considering any lowering of educational bars or from converting our buildings into purposes other than educational4 ,europe advises us that such transformation is of an emergency nature and only to be made under stress of an invasion4 ,it is the purpose of this chapter to consider some general uses of our buildings1 our equipment 7including the teaching force71 and the activities of our pupils1 which have been made in the past two or three years1 excluding and reserving for the most part for later discussion the introduction of war work in manual-training1 domestic-arts1 and domestic-science courses1 and the part-time agricultural labor4 ,an important use of our schools1 and one which should be made more general throughout the country1 is that of a distributing center for government pamphlets1 information cards1 etc4 ,in ,new ,york ,city the various welfare committees appointed by ,mayor ,mitchel designated the public schools as mediums through which to circulate papers on safety first1 fire prevention1 uses of various food products1 etc41 and thus reach the families of the vast foreign population through their children4 ,the city's pledges of national loyalty to be signed by adults were circulated by the pupils shortly after the declaration of war4 ,wider publicity can be given to federal regulations1 tax measures1 employment modifications1 etc41 by the distribution of notices to pupils of upper grades1 following the explanation by the teacher4 ,while our people as a whole read1 though hastily1 the newspapers morning and evening1 and may find in them all governmental measures1 it is nevertheless true that we shall be assured of a wider distribution of information by using the pupil as the carrier of it to the home4 ,in ,england the schools1 as well as the ,boy ,scouts organization1 have served as national distributing agencies for war-office notices1 ,parliamentary information1 and agricultural propaganda4 ,a portion of a letter from ,sir ,robert ,blair1 chairman of the ,education ,committee of the ,london ,county ,council1 to ,superintendent ,maxwell of ,new ,york ,city1 in ,may1 #aiag1 calls attention to the service of the schools in this connection4 ,war has come upon us so unexpectedly that our people not only did not understand the true position but on the whole knew very little about the causes which had led to the outbreak4 ,the public press1 bookstalls1 and the public libraries were considerably augmented by books and pamphlets on the subject1 and it was a natural prompting that gave rise to the issue to the schools of a considerable number of documents1 memoranda1 and pamphlets4 ,these circulars and pamphlets were mostly all issued within the first year of the war4 ,the first phase of the pamphlets is historical1 while the second became economical4 ,the economical phase in its first stages was concentrated on war savings for the purpose of war loans and in anticipation1 by the provision of nest eggs1 of the dislocation that might occur at the end of the war4 ,in its later stages--within the last six months--the economical phase has been directed chiefly to economy in food1 owing to the menace of the submarine campaign4 ,a further use of the school population in hours outside the daily session is that of giving help in taking a census4 ,in ,england school teachers and pupils did most of the work of compiling the ,national ,register1 a card census of inhabitants4 ,to some extent similar work has been done in the ,united ,states1 such as the taking of the agricultural census in fifty-six counties 7no census was taken for the counties of ,hamilton1 ,kings1 ,queens1 ,richmond1 and ,new ,york7 in the state of ,new ,york in ,april1 #aiag4 ,under the joint auspices of the ,state ,food ,supply ,commission and the ,state ,education ,department a survey was ordered of the agricultural resources of the state and of the requirements for increased production1 the details of which were worked out at ,ithaca at the ,state ,college of ,agriculture4 ,through the appointed county enumerators1 instructions were transmitted to the various school districts4 ,the actual work of this census was begun in most counties on ,april #bc1 the records being practically all obtained by ,april #be1 the teachers and pupils in each district1 assisted when necessary by other persons1 procuring the original facts from farmers and making the summaries for their school districts4 ,from these records the state was within ten days furnished with the complete amount of seed and live stock wanted by farmers and for sale by farmers2 with the statements of the transportation difficulties2 with the itemized needs of labor1 fertilizer1 and spray materials2 and with the complete enumeration of the state1--people1 land1 and live stock4 ,such work by pupils might well become an established yearly activity4 ,the practice of gathering and tabulating information has an obvious arithmetical value2 and the interest developed in investigating the resources of the community has an educational significance which should keep us from limiting it to emergency periods4 ,the comparative table on page #bf 7one of thirteen developed out of the census7 not only illustrates facts which the children obtained1 but also shows the magnitude of the work they undertook4 ,one of the best community uses of the school is as a center for instruction in conserving food products4 ,with the absolute shortage of the world's food supply1 ,americans must anticipate this shortage in coming seasons and revert to the preserving methods of their grandparents1--measures fallen into disuse in crowded cities because of lack of storage room and the ease with which the fresh products have been obtained1 whatever the season4 ,,acres ,,of ,,crops ,,in #ef ,,counties ,,in ,,new ,,york ,,with ,,comparisons ,,for ,,the ,,same ,,counties ,,in #aiji ,,acres ,,expected ,,crop ,,acres 7,u4,s4 ,,acres ,,grown,,to ,,be ,,grown ,,in ,,census1 #aiji7 ,,in #aiaf #aiag ---------------------------------------- -------------------- ,corn for grain #eaa1cci #ccf1edc #die1dfi ,corn for silo #bei1jhb #cfb1dac #dbb1hfg ,oats #a1cjb1jda #a1ajb1jjd #a1bej1cdf ,barley #gi1iee #ib1dbb #aaa1fcd ,buckwheat #bhf1abh #beg1iaa #cjj1jij ,winter wheat #bhi1abf #cdd1bgh #chg1hac ,spring wheat #bhi1abf #ab1cgc #cb1dbe ,rye #acj1ddi #aad1fia #abj1bci ,field beans #aae1fie #aid1jec #bge1gij ,alfalfa #ce1cdc #afj1ihe #aha1iab ,other hay #d1gcg1cbf #d1jgc1ccc #c1ifc1fgh ,cabbage #cc1ggj #ch1hih #fh1hij ,potatoes #cij1eeb #cje1fdi #chb1hdj ,canning-factory crops #dd1jih #fj1aee ,other vegetables and #aca1fhf garden #eh1cdj #ga1hcc ,miscellaneous crops #ba1hdc #ce1jef #dj1hie ,apples #bha1jfa #cdf1fcc ,cherries #d1baa #ab1dad ,peaches #ae1cdj #ej1adi ,pears #ac1cgh #cf1hjb ,plums #e1gdb #h1efi ,vineyards #eb1iii #eb1cej ,small fruit #bb1chh #bh1aga ---------------------------------------- -------------------- ,total #h1gai1ded #h1gja1ifd ,even villages which have no gas supply may follow the example of cities and towns in using the school kitchen1 already installed as part of a domestic-science equipment or newly supplied by popular subscription1 as a community canning center4 ,certainly schools are as well adapted for the purpose as department stores and ,young ,women's ,christian ,associations1 which have been leaders in the movement4 ,the teaching of methods of preserving is primarily the function of a school1 and every suitable school building should be employed for it4 ,the old-fashioned preserving meant time1 drudgery1 expense1 quantities of sugar1 and doubtful results4 ,a demonstration of the newer methods and the opportunity for community canning should be given by the school to the neighborhood4 ,community canning induces a far more effective conservation of food than is possible for the individual kitchen4 ,few households can afford to buy and store the vast kettles1 the perfected drying and dehydrating ovens1 which can be included in the equipment of a school teaching the scientific preserving of food and vegetables4 ,as this is done almost wholly in the summer1 it would not interfere with the term's work of the pupils and1 in fact1 offers the high-school girls an excellent opportunity to assist in civic service of a most practical nature4 ,in the summer of #aiag ,seattle maintained #bj centers for home-economics teaching for adult women1 the government bulletin ,how to ,select ,food being used as a textbook4 ,there have been wholesome experiments in community canning in ,lakewood1 and in ,bernards ,township1 ,new ,jersey4 ,in the latter in each school was an experienced teacher to supervise the work of preserving performed by high-school girls of the neighborhood1 the fruits and vegetables being sold by the townspeople to the school or brought by them to be conserved by coperative canning for their own use in the future4 ,this service of the girls was on an equality with that of the boys who belonged to the agricultural army4 ,in ,kansas ,city the surplus garden products canned by schoolgirls were used for the school lunches4 ,england's schools now have open days on which parents may be admitted to receive the instruction given to the children in the economical cooking of the food which the food controller's instructions show is likely to be available for general consumption2 also 7quoting from a letter from ,sir ,robert ,blair of the ,london ,county ,council1 ,may #cj1 #aiag7 the responsible mistresses of the evening schools and the domestic-economy staff employed in these schools are organizing traveling kitchens in #bi boroughs within the county4 ,these traveling kitchens form practically a demonstration set of apparatus by which the simplest forms of cookery can be shown to #ajj or #bjj people4 ,the demonstrations are well attended1 and the people in small villages thus have the opportunity of those in larger settlements to learn from experts methods of making palatable the food products less well understood4 ,it may be urged that community canning has its place outside cities of the first class4 ,new ,york ,city certainly cannot be held to be the center of an agricultural district1 and yet valuable experiments in food conservation are being made there4 ,one is concerned primarily with the prevention of waste4 ,of the thousands of pounds of perishable vegetables and fruit which are brought each day to the produce piers1 much is prohibited from being sold to retailers because of injuries received in transportation4 ,when more than #bj per cent has been injured1 it has not paid wholesalers to salvage the uninjured portion4 ,as a result1 a ruinous quantity of produce has gone to waste1 often being dumped in the harbor for want of better disposal4 ,the loss as estimated by the board of health has been #bbe1jjj pounds a week4 ,to save this food by making quick use of it1 in ,july1 #aiag1 ,mayor ,mitchel's ,committee of ,women on ,national ,defense opened a conservation kitchen in a disused school building in the ,williamsburg ,bridge section4 ,here the uncertain quantity of vegetables salvaged from the produce piers was brought to the school1 picked over1 and sterilized1 partly by paid labor1 partly by the volunteer labor of members of the ,women's ,university ,club and other organizations1 or city women who were willing to contribute their labor in the cause of food saving4 ,this work was aided by the ,state ,food ,supply ,commission and ,new ,york's board of health1 one of whose inspectors passed judgment on the food used in the canning and drying experiments4 ,the salvaged food was brought from the piers to the kitchens by ,boy ,scouts1 ubiquitously useful in any public undertaking4 ,if it had not been that the kitchen was opened in vacation1 the school population would have had its share of work to do4 ,to this kitchen any woman might go to be taught processes or actually to can produce4 ,while it was not possible to use all the produce brought in1 even by keeping the kitchen as full of workers as space would allow and cooking as much as #dhj gallons of food at a time1 the work in this old school building is illustrative of what can be done in community centers to eliminate waste1 and is a vital example of the efficient use of a school building in vacation4 ,the cost in this case was met by special contributions of organizations and individuals4 ,but in smaller places this work might be maintained by the town itself on a less elaborate scale4 ,such work should not be limited to the war period4 ,it is a practical and efficient plan for all time4 ,the continued war will undoubtedly increase not only the price but the scarcity of cotton and woolen goods4 ,where it has hitherto not paid to make over clothing repeatedly because of the cheapness and ease with which new garments and children's wear have been procured1 it is now important to understand thrifty saving of all kinds of fabrics and apparel4 ,home-economics women of ,berkeley1 ,california1 aided in collecting and making over old clothing4 ,in ,portland1 ,oregon1 a cleaner and dyer took as his bit of service the cleaning and disinfecting of all the clothing which was remade by the school children4 ,in ,england's county schools there have been held exhibitions of thrift1 to show children when and how economies can be practiced4 ,some of the examples shown under the heading of ,utilization of ,waste ,material were as follows3 old linen collars and cuffs made into baggage labels1 window cleaners made from pieces of old gloves1 house slippers made from old felt hats1 mops made of bits of rags fastened to a nail4 ,ways were shown of making use of scraps of wool left over from knitting1 the wasting of an inch of wool being regarded as treasonable in the country's shortage2 methods of refooting stockings were also displayed1 as well as many uses for pieces of worn table and bed linen and old carpets4 ,in times of normal plenty such exhibitions would not attract attention1 but no greater evidence of the reduced state of a nation at war can be had than the seriousness with which these exhibitions of household thrift have been viewed by the population4 ,a clipping from a newspaper of rural ,england requests that children go into the pastures and pick from the bushes the bits of wool which the sheep have rubbed off4 ,for several years1 at least1 there will be high prices and scarcity of materials4 ,our children must be taught the necessity of preventing waste of fabrics as well as of food4 ,millions of dollars worth of cotton and wool have been destroyed in military and munition use4 ,but it is not only because war conditions have made material scarce and high that thrift in their use must be insisted upon in every household2 we must remember that billions of dollars will be required to pay for this war and each household will be required to make its contribution4 ,expenditures in every direction must be curbed and the wise disposition of every dollar must be made4 ,a year or so ago the ,bankers ,association of ,america launched a campaign for thrift teaching4 ,we were then told that1 as individuals1 we must save for the future4 ,the present high cost of living shows that we are obliged to save in the present in order to live in the present1 but the future will tell us to save in order that we1 as a nation1 may pay for the war4 ,illustration3 ,old-fashioned methods of preserving must again prevail4 ,there is educational value in community conservation4 ,montclair 7,new ,jersey7 boys made community evaporators1 having a capacity of from five to eight bushels of fruit a day1 at a cost of only #aj4 ,illustration3 ,a mowing machine is a problem in high-school mechanics1 and these farm cadets of ,new ,york ,state see1 perhaps for the first time1 a use for it4 ,illustration3 ,a day's outing for a purpose4 ,albany and ,troy 7,new ,york7 orphan-asylum boys on their way to do their bit in the currant fields4 ,illustration3 ,a lesson in service geography4 ,boys from ,albany and ,troy 7,new ,york7 picking currants1 near ,hudson 7,new ,york71 which were preserved in ,yonkers ,trades ,school for shipment to ,france4 ,many community services may be rendered during the war by the principal of a school4 ,he may1 as has been done1 organize patriotic meetings1 enlisting the aid of the churches and arousing the interest of chambers of commerce1 civic clubs1 and women's clubs in the ,red ,cross1 the ,liberty ,loan1 and school war gardens4 ,his assembly exercises may be made vital through talks to the pupils on opportunities for war service2 through platform recognition of boys and girls rendering special farm1 garden1 ,red ,cross1 and food-conservation help2 by placing on a conspicuous bulletin a roll of honor of graduates and students engaged in such work2 by keeping the school in touch with graduates who are enlisted in the army and navy by reading their letters to the school and sending school packets to them4 ,he may advise economy in the use of foods and clothing1 the elimination of expenditures in soda water1 ice cream1 and gum1 and the sacrifice of pleasure for national ends4 ,he may urge the use of savings in the purchase of government bonds and war-savings certificates4 ,where the school has been raising money for pictures or a phonograph1 he may suggest that the funds raised be used for the purchase of one or more government bonds1 to be held by the school as an asset until the close of the war1 when the bond may be sold and the money used for its original purpose of buying the phonograph or pictures4 ,in the case of some private secondary schools1 and large public schools like the ,washington ,irving and ,de,witt ,clinton high schools1 ,new ,york1 the pupils and teachers have subscribed money and given entertainments for the purchase of an ambulance1 the gift of the school to the ,american ,expeditionary ,force4 ,in one ,new ,york ,city school1 through the efforts of a student organization1 ,liberty ,loan bonds to the amount of #dgi1hjj were sold4 ,the principal in country districts should make himself fully informed of the details of the federal farm-loan plan1 the sources of available seed supply1 the posters and bulletins of nation and state regarding the mobilization of schools and colleges1 and1 of course1 he should be especially active in encouraging the home-garden projects4 ,a correspondent in the ,london ,times1 ,june #ad1 #aiag1 writing of that indispensable teaching of thrift in household affairs1 of making the present generation of young girls intelligently self-sufficient in domestic and industrial life1 cries1 ,this brings us to the crux of the whole situation3 ,who shall teach the teachers8 ,the government and state bulletins on food production and conservation1 the literature sent out by state councils of defense and public safety on improved methods of preserving1 the pronouncements by banking houses on thrift measures and means of attaining them1 the ,boy ,scouts1 ,y4,m4,c4,a4 and ,y4,w4,c4,a4 leaflets on war gardens and food economies are1 in ,america1 beginning to answer this question4 ,assuredly the war places an additional burden on the teachers and gives them a new opportunity for educating the pupils4 ,a teacher does not have to belong to the department of domestic arts and science to organize ,red ,cross circles nor to instruct girls in food conservation4 ,a ten-minute talk each morning by teacher or pupils1 before the opening of school1 with discussion on such topics as ,why a man with a hundred dollars to invest should buy a ,liberty ,bond1 ,new occupations open to women because of the war1 ,the reason for the scarcity of certain products1 ,home substitutes for various manufactured necessities1 and many others suggested by new conditions should be very helpful4 ,an unusually significant experiment known as the ,war ,savings movement has been made in ,english schools4 ,on ,may #e1 #aiaf1 the ,board of ,education issued a circular asking for the assistance of local education authorities in making known through public elementary schools the facilities afforded by the issue of ,war ,savings certificates4 ,then1 with the coperation of these authorities and teachers1 special lessons were given on the subject1 and copies of a leaflet explaining the purpose of the ,war ,savings ,association were widely distributed to the parents through their children4 ,as a result a large number of ,war ,savings associations were formed in direct connection with the schools4 ,the success of the movement is evident from the records given in the report of the ,board of ,education for #aiae-aiaf4 ,in one populous midland county the great majority of the schools have established associations2 in another1 a northern county1 some #gj per cent of the schools have taken part and record nearly #aj1jjj subscribers4 ,in one midland town a school of about #adjj children purchased certificates to the value of #ehe in three months4 ,but it is not only in large schools that the pupils have contributed generously2 a remote little school in a northern county1 with only #aj children on its register1 has #aj subscribers to its credit and has saved #ce1 buying #dc certificates4 ,in view of the fact that successive issues of bonds must be made by the ,united ,states and other governments of the world1 this method of making subscription to the war loan popular is worthy of attention4 ,the public schools have1 as never before1 the opportunity of showing the practical value of investing1 in peace as well as in war time1 in government and other bonds4 ,pupils should realize the difference between money invested in a way to be beneficial not only to the investor but to his state and country1 and money invested in ordinary channels4 ,new ,york ,state teachers had an opportunity similar to those of ,england4 ,the ,regents of the ,university of the state of ,new ,york gave formal approval of a plan by which teachers throughout the public schools of the state could aid the ,liberty ,loan committee of the ,federal ,reserve ,bank in giving instruction and information about the second ,liberty ,loan4 ,a special committee was appointed by the ,board of ,regents to act in a supervisory capacity to keep the ,state ,education ,department in touch with the large financial interests conducting the loan4 ,the secretary to ,commissioner ,finley1 as the representative of the ,regents and the ,state ,education ,department1 was assigned for temporary services in the office of the ,loan committee4 ,the program in brief was to have the teachers act as agents for subscriptions for the ,liberty ,loan4 ,they distributed blanks to pupils in the school1 who in turn took them to their parents4 ,they were encouraged to subscribe themselves4 ,they did not handle any money or checks1 but turned the subscription blanks over to the local bank1 which was1 of course1 in direct touch with the ,loan committee in ,new ,york ,city4 ,a primer of instruction for teachers was prepared in the simplest possible terms4 ,as published by the ,publicity ,bureau of the ,united ,states ,treasury ,department it was called ,a ,source ,book of the ,second ,liberty ,loan4 ,this primer explained in detail the nature of the bonds1 their security1 and the terms and prices2 it described the nature of bond markets in general1 the sources from which interest is paid1 the previous records of ,united ,states bonds1 and all other matter which was of value in elementary financial instruction4 ,it was all set forth in a way which was very helpful not only in assisting in the sale of bonds but in the larger sense of furthering instruction in bonds1 interest1 discounts1 etc41 in connection with work in arithmetic4 ,and in what better way could arithmetical instruction be furthered8 ,it is highly probable that this plan of informing the public relative to government issues of bonds and certificates1 initiated in ,new ,york1 will extend to all parts of the country in connection with the next ,loan campaign4 ,how the responsibility of the teacher has been met in ,france is in part suggestive4 ,the teachers have collected large funds to finance the enterprise of caring for thousands of families of ,belgian and ,french refugees4 ,they also collected from the civilian population several millions of francs1 the teachers taxing themselves according to a fixed schedule4 ,they have been especially successful in bringing to light for investment stores of hidden gold in the homes of provincial savers4 ,surprising results have been attained through their persistent1 methodical propaganda4 ,in one large provincial town1 after a talk to the older pupils by the mistress of the school1 in four days an amount equal to #gbjj francs was brought in4 ,in the same school the following composition was given out to the pupils as part of an admission examination in penmanship4 ,,the ,,gold ,,of ,,france#a ,france has need of its gold to defend its invaded territory4 ,it is a sacred duty for every ,french man and woman1 rich or poor1 to send to the coffers of the ,state the hundreds of louis from their strong boxes1 the few louis hidden in the linen chest at home1 even the single louis in the children's toy bank4 ,to keep in one's own possession1 selfishly1 the money which could serve our dear ,france is a crime against patriotism4 ,so1 little girls1 do not hesitate to break open your banks1 even if they have only a half louis inside1 and gladly take in exchange the note which the ,bank of ,france will give you4 ,more than that1 in your vacation in the country1 set yourselves to get grandmother to empty her stocking1--she is sometimes rather stingy with her money4 ,but you know well enough how to coax those who love you when you want a toy1 or ornament1 or bonbons4 ,use your influence with your grandparents now1 so that they will bring into the public treasury the gold of ,france4 ,in this way you will have contributed to the coming victory that we are all hoping for1 you will have helped our brave soldiers to clear away the ,german whose presence defiles our land4 ,go1 then1 all of you6 ,hunt out all the money that is lying idle4 ,it is for ,france6 #a ,edouard ,petit1 ,de l'cole la guerre1 p4 #age4 ,paris1 #aiaf4 ,thus the schools have worked to bring to light the hoarded gold of thrifty peasants for investment in the national loan4 ,tangible as this service of the teachers has been to ,france1 of greater importance has been their work of making clear to the villages the cause of ,france4 ,in ,november1 #aiad1 the ,department of ,public ,instruction sent out an appeal to the professional and volunteer teachers in the secondary schools1 saying that the schools must adapt their program to the duties and needs created by the hostilities4 ,the teachers will do their best to make the schools serve in the national defense4 ,in the evenings the old men1 the youths1 and the women will gather together1 and the teachers will tell them the news1 explain things that happen1 speak to them of patriotism1 and read to them from our writers whose pages are inspired with the glorious deeds of our history past and present4 ,it is reported that in the girls' schools in ,france war has changed the whole aspect of education4 ,history1 geography1 lectures on literature1 subjects for literary composition or moral instruction1--in fact everything1--is treated from the point of view of country and of patriotic duty4 ,in music practically nothing is sung but the ,marseillaise1 the ,chant du ,depart1 and the national songs of the ,allies4 ,reading is confined often to official military orders and reports1 while drawings are usually of war material or characters4 ,it is no less the duty of our teachers to make clear to their pupils the cause of ,america4 ,soon after the opening of the ,european war a ,united ,states senator traveled through the belligerent countries4 ,his articles on ,europe at war commented caustically on the ignorance of the ,english working people of the cause of the war1 and of the purpose for which the ,allies were fighting4 ,an article on ,america at war could truthfully contain like criticism of a considerable portion of our population4 ,shortly after the ,united ,states entered the war a teacher in one of our largest city high schools1 where a large proportion of the pupils are of either foreign birth or foreign parentage1 asked #bjj pupils of from #ad to #ah years to write a brief statement of what they considered to be the cause of ,america's entrance into the war4 ,while these answers covered an incredible range of inaccuracy1 not one showed an understanding of the events which led to the declaration of ,april1 #aiag4 ,congress has declared war so that the rich folks can get richer1 ,we are at war because this is a rich man's country1 predominated as replies4 ,when asked what a citizen owed his country in return for political and religious freedom1 students replied in as vague and cynical a way as to the first question4 ,to combat this ignorance of national motives the teacher distributed copies of ,president ,wilson's address of ,april #b1 with the ostensible purpose of analyzing it as an exercise in argument and exposition1--a study which finally resulted in enabling these students to make intelligent1 if occasionally unsympathetic1 answers to questions regarding the nation's action and policy4 ,now to residents of favored parts of the country where the population is ,english speaking and largely ,american born1 inheriting ,american ideals and traditions1 the ignorance of these high-school pupils seems exceptional1 but educators know from experiments made in colleges and secondary institutions that the majority of students are not intelligent on modern events of national significance1 any more than is the average worker4 ,nearly all high schools have in their curriculum the study of current events1 whether in history or oral ,english courses4 ,it is the duty of the teacher to use the study in such a manner as to obtain a patriotic reaction to the topics presented and discussed1 and in this manner to make clear why we are fighting and what we are fighting for4 ,out of this war we must obtain a new spirit of patriotism4 ,now is the time to strike4 ,events depicted in the daily press show how great is the need4 ,in this connection the ,council of ,defense of ,connecticut1 in an effective campaign working through the schools1 states in a recent publication3 ,the war is bound to have a deep influence on ,american life and thought1 and we should be watchful to direct this into right channels4 ,the country is shot through and through with the one-sided philosophy that the ,state is an institution to be leaned upon and filched from1 but not to be served4 ,the schools should train the children in the fundamental contract between citizen and ,state4 ,the idea of mutuality should be developed4 ,the ,state owes duties to the citizen1 but the citizen owes reciprocal duties to the ,state4 ,in ,september1 #aiad1 as soon after the declaration of war as military and agricultural conditions would permit the schools to open1 the ,french ,minister of ,public ,instruction sent an official circular to all of the schools4 ,he stated that the first lesson in every school should be devoted to ,france3 to its present danger and its heroic resistance2 to the ideals of humanity and justice for which she fought2 to the memory of the valor of her soldiers2 to the justice of her cause4 ,he desired to make certain at the earliest possible moment that every school child in ,france take his part spiritually and intellectually in the epic conflict which ,france was waging for right and justice4 ,his decree outlining the first lesson for every child of ,france expresses so clearly the ,french attitude and feeling that the following free rendering of the circular letter is well worth reading4 ,the lyces1 colleges1 and public schools are about to open everywhere except where the superior need of improvised hospitals in school buildings caring for our glorious wounded renders this impossible4 ,i decree that on the opening day in every city and in every class the first words of the teacher to the pupils shall be designed to bring the hearts of the pupils into accord with the sacred struggle in which our armies are engaged4 ,throughout the entire country at the same hour the sons of ,france shall pay respect to the spirit of their nation and shall pay tribute to the heroism of those who are pouring out their blood for liberty1 justice1 and human right4 ,the words of the teachers on this occasion should be simple and to the point4 ,they should be adapted to the age of their hearers1 some of whom are children1 some youths4 ,each of our schools has sent its quota of combatants to the firing line1--professors1 teachers1 or pupils2 the words of the teacher to the class should call forth the noble remembrance of the dead1 in order to exalt their example and engrave it forever in the memory of the children4 ,moreover1 in its broad lines1 calmly1 clearly1 they should tell the causes of the war1--the aggression without excuse1--and how before the civilized world1 ,france1 eternal champion of progress and right1 has been compelled to prepare herself1 with her valiant allies1 to repel the assault of the modern barbarians4 ,the furious conflict which we are carrying insistently to victory adds each day to the glory of our soldiers a thousand deeds of heroism from which the teacher may take the best part of this lesson4 ,he should prefer these supreme models of action to the vain repetition of phrases1 in order to make a fit impression on the minds of the children4 ,a vivid recollection of this first school hour ought to remain imprinted forever in the spirit of the pupil1 who is the citizen of to-morrow4 ,the teacher who has known how to make this impression will remain worthy of the confidence of the republic4 ,america too will have its lesson sheets1 and a most timely one on ,lessons of the ,great ,war in the ,classroom has been prepared for teachers of history by the ,national ,board for ,historical ,service 7,washington1 ,d4,c47 with the distinct purpose of suggesting certain aspects of history1 ancient and modern1 which have gained a new interest in the light of the great war4 ,the following excerpts are extremely suggestive of special opportunities and obligations for teachers in school service3 ,there is the duty of keeping1 for teacher and for pupil1 the habit of at least trying to see things as they really were and are4444 ,every great war is fought not merely by armies and navies1 but by the governments at home which direct the fighting forces4444 ,no one can take an intelligent part in a great conflict for the safety of democracy under an orderly system of international law unless he is really interested in and knows something about other nations than his own4444 ,there is some connection between the conditions which made the valleys of the ,tigris and ,euphrates one of the great seats of ancient civilization and those which are making ,mesopotamia to-day one of the chief theaters of the great war4444 ,this terrible catastrophe1 with its wholesale destruction of the finest products of human civilization1 its life and death struggle between opposing nations and opposing ideals1 has seemed a reason for thinking not less but more of the great mysterious forces which brought about the rise and decline of the ancient empire4444 ,great campaigns are again carried on where ,xenophon marched with his famous ,ten ,thousand1 where ,alexander the ,great led his armies to the conquest of the ,east4444 ,the opportunity must now be seized to study the whole of ,europe and its influence on and connections with the rest of the world4444 ,some account should be given of the way in which the ruling class in ,prussia has been able to use science1 modern business methods1 and social legislation in the service of the military state4444 ,war is the business not only of governments but of the nation as a whole1 and there are few kinds of human activity which do not have some relation to its success or failure4444 ,we are fighting partly1 indeed1 to defend international law on the high seas1 but partly also to make the world1 not merely ,america1 safe for democracy4 ,teachers are recognized as the instructing force of ,america4 ,if they are not1 who is8 ,if the country sorely needs clear1 definite1 authentic information on the situation of the world and our own position as a belligerent power1 who is to give it if not the teachers8 ,it is they who must inform and arouse4 ,it is they who ought to participate in a speaking campaign which should be as deep as the danger1 as wide as the country1 and as high as the patriotic spirit of the people4 ,they should be distributing agents for printed material which analyzes the subject1 and should be able to refer to the best and most available authorities and to put before pupils and the public the texts of the most important speeches1 diplomatic notes1 and other approved material to back up statements of fact4 ,strange as it may seem1 it is the children's convictions which take effect not only when as children they carry word to their parents but also when they come out of childhood into adult life4 ,was the boy in the ,new ,york high school right when he said1 ,it is a ,wall ,street war8 ,are our enemies justified in charging us with the same motives of self-interest and the abasement of other nations which animated themselves8 ,are we really at war for conquest or seizure1 or for the benefit of commerce1 or for defense against aggressions that have not yet been made8 ,and is it a dollar war for bankers and ammunition makers8 ,it is to answer these and other questions that a systematic effort to inform and arouse the ,american people should be taken up and carried into effect by public-school teachers1 having in mind that the most effective and most important work may be done in the classroom in connection with lessons in civics and history4 ,to wait for textbooks on the present ,european war is to wait until it is over4 ,to wait to put the study of the present war into a course of study in its chronological sequence is to wait until the next generation of children come upon the stage4 ,no1 now is the time for our schools to include the teaching of the war and to discuss officially proposed peace plans1 when the street is alive with soldiers1 when the newspapers display huge headlines and the bill-boards are covered with recruiting posters1 when magazines furnish helpful material for teachers1 and when the whole world is charged with feeling4 ,the ,national ,security ,league 7,new ,york ,city7 has outlined a plan for public addresses and lectures1 and it has printed a little book entitled ,wake ,up1 ,america4 ,the following topics have been selected from an outline furnished by this league3 ,foreign military systems and international relations4 ,spirit of the ,american people as shown in our history of liberty and democracy4 ,causes of the war between the ,united ,states and ,central ,powers4 ,first two and one-half years of the war in relation to the principles of the foreign policy of the ,united ,states4 ,universal military training and service as now provided by ,congress4 ,organization and work of the army and navy3 selection2 supplying needs4 ,general military preparations in the country at large3 materials1 transportation1 and public finance4 ,duty of the citizen in relation to obligations of all citizens as an offset to benefits of citizenship4 ,service outside of military and naval2 as1 for example1 the munition work1 transportation1 building of ships and machinery1 farming1 etc4 ,faithfulness of foreign-born citizens4 ,need of efficiency and economy in local1 municipal1 and state governments4 ,description of modern warfare as defining the immediate task of the ,american people in regard to organization and action of the various services2 as1 for example1 men in the trenches1 health protection1 ,red ,cross1 etc4 ,accessories2 for instance1 patriotic music and recitations1 flag marches1 and parades4 ,illustrative material1 such as maps and charts illustrating the problems of recruiting2 slides and movies2 posters in public places2 exhibitions of foreign posters4 ,these topics as outlined here are not sufficiently related to the actual conflict4 ,they are excellent from the formal point of view1 but they fail to get at the center of living interest in the vital present moment of history4 ,often when it has been asked of the children in ,france3 ,what are you studying8 ,what are they teaching you8 the answer has been3 ,the war1 madam4 ,the war1 monsieur4 ,and if the question was taken up with the teacher1 the answer has been3 ,by means of our war map on which is marked the present position of the ,french and ,german troops1 the particular spot in the line in which the parents of our boys and girls are fighting1 we teach not only current history1 but in the most vital way geography and many related subjects4 ,by means of our use of great contemporary political documents1 by the speeches of ,viviani1 ,deschanel1 ,ribot1 and the other statesmen1 by the famous orders of ,joffre1 ,ptain1 and our military leaders1 by the interpretation of the war by our great philosophers1--we teach in the most vital way the need of the country1 the ideals of ,france1 and much of the history of ,france4 ,by reason of the war work instituted in every school as part of the regular curriculum1 we teach commercial geography1 economics1 and many branches of science as they are actually related to human life and experience1 and not in the abstract manner in which they are treated in the textbooks4 ,mr4 ,albert ,sarraut1 ,minister of ,public ,instruction in ,france in #aiad-aiae1 said in a public address3 ,if there remains in the schools of ,france a single teacher who has not been profoundly touched by the war and who goes about his usual occupation of teaching in the same way that he did prior to ,august #b1 #aiad1 teaching the same subjects in the same way1 doing only the ordinary1 familiar school tasks1 whose work has not been entirely transformed and inspired by the war1 we have yet to hear of him or her1 and we do not believe that such exists4 ,it is inevitable that many of our school subjects will change their emphasis after the war4 ,to some teachers the awakening will be cruel1 to others a blessing in the form of new opportunity4 ,,chapter ,,iii ,,the ,,field ,,for ,,industrial ,,and ,,trade ,,schools ,for ten years a group of men in ,america have been trying to convince ,congress that we should set up a national program of secondary vocational education4 ,as a precedent we have had a system of agricultural and mechanic-arts education of collegiate grade in existence for the last fifty years4 ,but we have had in the past no system of national aid for promoting and maintaining a type of vocational education in agriculture1 mechanic arts1 and home-making1 which would reach a much larger clientele than could possibly be touched through any land-grant college system4 ,it has been an up-hill fight to get ,congress to see the importance of providing vocational education for industrial workers4 ,bill after bill was introduced providing for national aid4 ,these bills defined vocational education as including all types of industrial1 commercial1 agricultural1 and home-making schools1 between the upper grammar grades and the college1 whose controlling purpose is to fit for specific profitable employments and which receive pupils #ad years of age and over4 ,president ,wilson in his second inaugural message called the country's attention definitely to the fact that a vocational-education bill was before ,congress and that it ought to receive favorable consideration1 not only on the grounds of educational advantages contained in the bill1 but also on the grounds that it fitted in with a national economic and industrial policy4 ,perhaps the measure would have met the fate of its predecessors if war had not been declared4 ,friends of the measure feared lest discussion incident to national preparedness should overshadow the vocational-education bill1 but fortunately ,congress saw that vocational education and national preparedness were linked together1 and the bill passed almost unanimously4 ,the full significance of the ,smith-,hughes ,bill1 as it will always be known by those who worked for it1 can hardly be appreciated4 ,on the surface it merely creates a ,federal ,board of ,vocational ,education and provides that federal grants shall be made for the purpose of coperating with the states in the promotion of industrial1 agricultural1 and home-making teaching4 ,but if we scratch the surface we shall see that the federal money is not paid to local communities except after their work has been approved by a state board of control on the basis of this federal act1 and the principles and policies which were adopted after conference between the ,federal ,board and the state boards of control4 ,it furthermore limits federal aid to definite vocational training and eliminates all aid to any dilettante or superficial types of practical-arts education which do not meet the idea of preparing young persons over #ad years of age for useful and profitable employment in agriculture1 in the trades1 in industries1 or in home economics4 ,it has been stated in preceding chapters1 and will be emphasized more than once in succeeding chapters1 that the schools which are able to serve most effectively in time of war are the schools which are serving or may serve in times of peace4 ,it has been and will again be shown that school methods usable in meeting a war emergency are the methods not only usable but desirable under normal conditions4 ,there is absolutely nothing in the following discussion of the field for war service for industrial and trade-school education which does not have its direct application in promoting and administering a national system of vocational education4 ,definite suggestions are given for organizing day-industrial1 trade1 part-time and continuation schools1 evening vocational schools1 trade classes1 and off-time courses2 for transferring the teaching equipment into the factory2 for transferring the technical-supervision equipment of the factory to the school2 and for making commercial products4 ,it will be seen that the service of our industrial and trade schools differs from the service of the industrial and household-arts courses in the regular schools4 ,a comparison of what is suggested for war service with what is required by the terms of the federal grant shows that the two are in accord4 ,for example1 the latter requires that all-day industrial schools must have at least half the time given over to the actual practice of a vocation on a useful or productive basis2 that agricultural schools shall arrange for directed or supervised practice in agriculture either on a farm provided by the school or on other farms for at least six months a year2 that part-time schools or classes must be established if the state and the community expect to receive the full benefits of the federal grant for the salaries of teachers of the trade1 home-economics1 and industrial subjects2 and finally1 that evening classes for industrial workers are provided in which the instruction is required to be supplemental to the daily employment4 ,however1 for the duration of the war1 at least1 the last requirement needs modification4 ,war preparedness undoubtedly influenced ,congress to pass the ,smith-,hughes ,bill4 ,war service of our vocational schools will undoubtedly influence the vocational-education movement along right lines more than anything else which could possibly have happened4 ,industrial and trade schools stand ready to make their contribution for war service4 ,some rather unwisely1 and certainly unthinkingly1 sent telegrams to ,washington1 offering their equipment to the government4 ,others said that they would make ammunition4 ,still others announced that they would wait for the government to tell them what to do4 ,in the early stages evidently most of them forgot that their chief1 if not only1 business must be1 as it has been1 that of training recruits for industry or giving trade extension work to those already in a chosen vocation4 ,of course we are all aware that new tasks of stupendous proportions are being undertaken by the country as measures for national defense1 and that while a large army is being recruited and trained1 a still larger army is being drawn into industrial production to equip and support the army and navy directly on the lines of defense4 ,we know that #fjj1jjj1jjj has been appropriated for aroplane construction2 that from #ej1jjj to #ajj1jjj shipbuilders are needed for our shipbuilding program2 that tool-makers and gauge-makers are needed in large numbers2 that the government military service will require large numbers of mechanics in its quartermaster's1 engineering1 signal1 aviation1 and navy corps4 ,in other words1 there is convincing evidence that there are bound to be not only increased demands for labor but also changes in the relationship of labor demand and supply4 ,there is going to be an enormous increase in the demand for specialist workers in metal1 and considerable increase in the call for skilled all-round workers in metal2 a material increase in the demand for woodworkers in shipyards2 an increase in demand for workers in manufactured clothing and army equipment2 a great increase in demand for electrical workers in all lines1 including operators1 field men1 telephone and telegraph service4 ,we know that there will be a demand for automobile mechanics1 gas-engine operators1 plumbers1 horseshoers1 wheelwrights1 steam engineers1 bakers1 cement workers1 and gas and steam fitters4 ,it is probable that there will be a diminution in the demand for printers2 for women in dressmaking1 millinery1 and novelty lines2 for laborers on public works1 including streets1 sewers1 water systems1 public buildings1 canals1 and bridges4 ,in short1 we know that the war emergency will create an extraordinary demand for some kinds of labor1 attended by a probable diminution of demand for other kinds1 and there will be occasion for much shifting of labor from one occupation to another4 ,it is obvious1 furthermore1 that many readjustments must be made by public and private industrial and trade schools in these days of war pressure4 ,to determine what adjustments are most urgent1 those in charge of these schools should go directly to the industries and confer as to what service is the most desired4 ,it is practically useless to wait for industrial managers to come to the schools for help4 ,in many cases they will not appreciate the fact that the schools can be of help4 ,if1 in times of peace1 industry has hardly recognized the full possibilities of public vocational training1 it is not likely that it would recognize it in the stress of increased production4 ,sir ,robert ,blair of ,london states that unless the educational staff of ,england had made it its business to satisfy the manufacturers that it could train semiskilled workers1 the vocational-training shops would have been obliged to close soon after the war started4 ,he states that in the earliest days of the work of these training shops1 the manufacturers were indisposed to believe that industry had anything to learn from trade or technical schools4 ,the manufacturers said that these schools were academically right and practically wrong4 ,what industrial and trade schools can do for manufacturing plants will1 of course1 vary in each community4 ,each manufacturing center has its own sets of activities4 ,proper military authorities should be approached by administrators of industrial schools to determine what can be contributed toward providing the training which is needed4 ,letters to military authorities in ,washington will not bear so much fruit as a personal visit to a local recruiting station1 camp1 or cantonment for definite advice as to how schools may best serve4 ,it is expected1 however1 that the ,national ,board of ,vocational ,education will be helpful with suggestive material4 ,at the present moment the most effective contact between the school that may give the training and the place that needs it can be brought about through coperation either with cantonment authorities or with local manufacturing plants4 ,industrial and technical schools in ,england in the early days of the war formed connections with government arsenals and began the manufacture of gauges for shell-making1 mostly of the inspection type4 ,at first the technical institutes were very diffident about undertaking the work1 the standard of skill required being so high2 but after a few appeals on the ground that it was a great opportunity for trade education to show its value1 the institutions started the work1 so that there are now something like a dozen such schools working on the manufacture of these instruments4 ,it is to be understood that the majority of the workers thus employed were metal workers before they took up this work4 ,others were manual-training teachers in the elementary schools4 ,they have turned out approximately #ej1jjj inspection gauges1 and it is the opinion in ,england that the trade institutes never undertook a better work4 ,in general terms the shortage of help in the industries is going to be met by training operatives selected from unskilled workers2 by training foremen of those operatives who will be selected from the skilled help2 and by training highly skilled specialists who will be selected from the workmen already skilled4 ,the training plan in the ,new ,england ,westinghouse plant will be interesting in this connection4 ,in this ammunition plant #hj per cent of the workers are listed as operators1 the majority of whom are trained from carefully selected unskilled labor4 ,to train these operators skilled machinists are employed as instructors4 ,one instructor is in charge of a group averaging about thirteen men4 ,in other words1 #g-a_/b per cent of the force in the operating departments are on the instruction staff and known as foremen1 linemen 7set-up men71 and instructors4 ,instruction is given incidentally in turning out the regular product4 ,no equipment is set aside primarily for instruction purposes2 any equipment in the plant may be thus used4 ,this method of instruction is called the group-instructor plan1 in which one instructor or foreman has charge of teaching a group of operators working on an assigned task4 ,while under instruction the group is employed on regular production4 ,the instructor is not required to produce1 but gives his entire time to group teaching4 ,in the tool-making department1 men of mechanical ability1 not necessarily all-round machinists1 but in some instances from other trades1 are trained in making jigs and fixtures4 ,in these cases the ratio of instructors to workers is less than one to thirteen1 the helper plan being used4 ,the helper plan is that in which a skilled worker is employed in special work1 such as tool-making or gauge-making1 and has under him from one to three helpers4 ,in this case the man who gives the training does not confine his entire efforts to instruction1 but is required to work at his particular occupation4 ,if satisfactory results are to be secured1 only a very limited number of helpers can be assigned to one worker4 ,the industrial schools will prove to be a small factor in training operatives1 in view of the fact that industry itself is able to train them quickly and satisfactorily4 ,it takes only a few days to make a ,polish farm hand of ,connecticut into an ammunition worker in ,bridgeport4 ,foremen and specialists may be trained through evening and day part-time courses4 ,of course it is assumed that these schools will have equipment requisite for training in the kind of work for which help is needed4 ,the ,springfield 7,massachusetts7 ,vocational ,school expects to shift some of its pupils from house to ship carpentry in view of the new demand for men with a knowledge of shipbuilding1--a demand which will extend1 undoubtedly1 over a term of years4 ,at least1 one way for a trade school to be of service and yet not purchase additional equipment is to lend its skilled instructors to a local manufacturing plant where an organized plan for training foremen and specialists exists4 ,this has been done by the ,quincy 7,massachusetts7 ,industrial ,school1 which coperates in furnishing part of the instruction given in the ,fore ,river shipbuilding plant4 ,this company is giving instruction to a selected group of workers under pay for a full industrial day of ten hours4 ,a night shift of training for eleven hours is also given to another group of men4 ,instructors are training an assigned group of operators on regular production and under usual employment conditions4 ,some part-time instruction in technical subjects1 and in some cases on special operations1 is also given to certain groups of selected workers while under employment in the plant4 ,this plan has a significance worthy of attention after the war4 ,general ,manager ,smith of this company1 at a conference of state administrators of vocational schools held the middle of ,july in ,new ,york ,city1 made an interesting statement as to the need of trained help in the shipyards4 ,a summary of his remarks follows3#b ,for shipbuilding purposes men trained in the building trades offer little advantage over intelligent untrained men1 as the character of work in the shipbuilding industry is so different from that in the building trades4 ,however1 industrial and trade schools can give preliminary and thorough instruction to ship-fitters and loftsmen4 ,the course for the latter should include ship-drafting4 ,more limited instruction can be given in other ironworkers' trades and in the shipwright trades4 ,trained instructors are needed4 ,instructors may be employed in the plant and1 if so1 should have full power to instruct and should not be employed on production1 as the best results in instruction can only be obtained by having the instructor concentrate his mind on his work4 ,shipbuilding in the ,united ,states has been one of our smaller industries4 ,if the present crisis is to be adequately met1 the industry will be one of our most important ones4 ,of the large amount of money to be spent in shipbuilding1 practically one half will be expended on labor in the shipyard2 the remainder is for material purchased from outside parties1 but which at the works of such subcontractors is again largely labor4 ,of the labor expended in the shipyard about one third is for ironworkers1 and it is in this trade that the greatest shortage occurs1 as there is only a small percentage of men for the ironworkers' trade now to be found in this country4 ,in the past very little instruction in the specialized shipbuilding trades has been given in the ,united ,states1 and the number of men who have served apprenticeship in these trades is small1 a great supply of skilled men in these trades coming from ,great ,britain4 ,there is an imperative need for a supply of men in the ironworkers' trade4 ,some instruction must always be given in the shipbuilding plant1 but it is possible to give a great deal in the industrial schools1 and1 as the wages are good1 men should be readily attracted to the shipbuilding trades4 ,while ironworkers' trades consisting of loftsmen1 ship-fitters1 riveters1 chippers1 calkers1 reamers1 bolters1 packers1 and some others are peculiar to shipbuilding as well as the shipwright's trade1 the trades of plumber1 pipe fitter1 coppersmith1 etc4 are very materially different in the shipbuilding trades from what they are in the building trades4 #b ,taken from bulletin of the ,national ,society for the ,promotion of ,industrial ,education1 for ,august1 #aiag1 ,war ,demands for ,industrial ,training4 ,on the other hand1 it is possible to send instructors from the factories to the school4 ,in several instances in ,england the manufacturers supplied the schools with instructors and all the necessary material in order to teach women and boys the identical operations which they would be called upon to carry out in the factory4 ,in this way a number of schools combining manufacturing with training were able to supply local factories with boys and women trained in the special operations involved4 ,this plan is also significant and has an important bearing upon the administration of public vocational training4 ,the question whether industrial schools should make ammunition or equipment pertaining to war service will come up4 ,having substantial amounts of available equipment1 they will doubtless at times be tempted to use their organized day and evening classes for purposes of emergency productive work4 ,in machine-shop schools1 for example1 the teachers being skilled machinists and the pupils capable of turning out a substantial amount of productive work1 inducements to subordinate educational ends to those of an economic nature may be expected4 ,it is therefore suggested that industrial-school authorities resolutely resist all attempts to subordinate their rightful purpose of giving industrial education4 ,it is clear that a certain amount of production is necessary for purposes of education1 but it is important that this should never be made a primary purpose in any industrial school4 ,a letter from ,director ,w4 ,c4 ,smith of the ,troy 7,new ,york7 ,central ,school illustrates the productive work of one school which retains educational value4 ,a ,troy corporation is engaged on a large contract with the government for uniforms4 ,its shops are taxed to the limit1 and it has found it necessary to utilize every available shop in town for making various machines used in cutting cloth for this contract4 ,it has entered into an arrangement whereby our complete machine-shop equipment is turned over to its use under the supervision of our own instructor4 ,our graduate boys are employed in the shop and are now at work perfecting twelve machines for use in different parts of the country on this contract4 ,the public vocational schools must face1 sooner or later1 the question of shop production on a commercial basis4 ,they exist1 primarily1 to train producers and not to make products4 ,are the two inconsistent8 ,perhaps the war service of these schools will bring this debatable issue to a head4 ,obviously the industries engaged in the making of automobiles1 aroplanes1 machinery1 and ammunition have for some time past absorbed the available supply of skilled help4 ,with the emergency of war preparation upon us1 we must find ways of pressing thousands of workers into lines of work with which they are almost altogether unfamiliar4 ,except with boys who are fourteen to sixteen years old1 it will be of little avail to think of giving all-round trade training4 ,the labor supply which we now need must be trained immediately and intensively4 ,from what has already been stated it is clear that workers may be trained in three ways3 first1 in day industrial or technical schools2 second1 in industrial plants such as have been mentioned in the case of the ,westinghouse ,company2 third1 through part-time employment in industry1 with part-time attendance in industrial or technical schools4 ,the industrial-school authorities should send into the factories capable instructors who have had trade experience1 in order to learn the needs for trained help and to analyze the trade processes for which men need to be trained4 ,in this way the school may determine whether it can best meet the situation by training the youth in its day schools to go to work in industrial plants upon leaving school--although this is not a very immediate way of meeting the emergency--or whether it would be better to move the classes1 so to speak1 over to the plant and have the instructors teach a group of unskilled workers on the group-instruction plan4 ,perhaps the school could perform its best service by giving trade extension courses to those already engaged in productive work4 ,anyhow1 these alternatives must be fully considered4 ,these instructors or trained experts1 when visiting typical yards or plants in a specific industry to learn of the needs for trained help1 must be able to reanalyze the trade processes in terms of training as distinct from terms of production1 and out of this analysis to draw up suitable schemes for giving such training4 ,the question of whether this training should be given entirely in the school or entirely in the plant or partly in the plant and partly in the school should be left to experts1 who know best the possibilities of each of these schemes4 ,this is no time for industrial schools to stand on their dignity and claim that they can do all that is necessary in their day schools without coperation with those who employ4 ,it is readily granted that1 generally speaking1 directors of industrial schools know their job quite well when it comes to giving trade-preparatory training to youth before it enters industry2 but at a time when the country needs thousands of workmen we are quite sure that the better plan for training operators and semiskilled workers is directly in the plant itself4 ,in a time of great emergency this intensive1 immediate training must be given in large part by the industries themselves within their own plants4 ,they have the equipment1 they have the men who need the training2 all they lack is the proper instructing force1 as they cannot take men away from production for instruction purposes4 ,it follows that the instructors of our schools must give their instruction in the plants or must have the unskilled operatives and helpers come to the school for part-time work4 ,the present all-day industrial schools1 even in normal times1 need this direct contact with industry to save themselves from shop methods which savor of manual-training schools4 ,it is assumed that the regular all-day industrial and trade schools will continue4 ,of course they are now largely attended by comparatively young students1 and it is quite likely that the enrollment will diminish1 as there is an unusual demand for boys in every branch of industry and commerce4 ,it will be increasingly difficult to hold such boys in school in the face of financial returns rather extraordinary when one considers their youth4 ,in the interests of conservation of youth and the training of a suitable supply of skilled workers for the future1 there should be no diminution of effort to develop and extend day-school work1 even though the young people thus trained will be too young to contribute definitely to the present emergency1 unless1 of course1 it should last more than a year or two4 ,nevertheless1 the enrollments are likely to be less4 ,a partial compensation for this situation is that groups of more mature workers coming from the industry itself on a part-time basis can be accommodated for special instruction1 or groups of young men who are now elevator boys1 messenger boys1 clerks in stores1 office boys1 can be induced1 perhaps1 to come to the all-day school1 and through short1 intensive courses be put into the way of earning1 in some factory making war supplies1 a sum equal to from two to three times what they are now earning4 ,no attempt should be made to hold such youths in the school beyond the period necessary to give them immediate and intensive training4 ,after the war it will be an open question whether intensive courses should not be more generally adopted in our day industrial schools4 ,obviously the largest immediate service that can be rendered by industrial and trade schools will be through the readjustment and extension of evening and other off-time courses4 ,as usual1 the especially important function will be the training of men already in the trades for more skilled tasks or for directive work4 ,ways must be found for extending the evening-school facilities4 ,one way is to operate the evening courses throughout the entire year4 ,most of our industrial schools operate only from ,october to ,april1 but in this time of pressure they should be open continuously4 ,the other way would be to carry on trade extension work not only in the evening but also early in the morning or late in the afternoon4 ,these are technically known as off-time courses and came into existence originally in some cities which made provision for training workers from plants operating night shifts4 ,fundamentally1 even in times of peace1 there is no sound reason for ever completely closing a day industrial school4 ,it might run during the summer as well as the winter2 in the late afternoon and early morning as well as in the evening4 ,in the middle of ,june1 #aiag1 ,president ,wilson addressed a letter to ,secretary ,redfield making the suggestion that the vocational-training schools of the country should be open during the summer1 when it would be possible to train a large number of young men under military age1 either to fill the places in our industries left by men who enlist or are withdrawn for military service1 or to carry on special occupations called for by the war1 such as inspectors of material and apparatus4 ,in this connection1 where the ,president speaks of inspectors of material1 it may be said that one of the prominent industrial-education experts of the ,east has been asked to train a group of men selected for special government inspection work4 ,these men will then be responsible for organizing a force of assistant inspectors in the plant to which they are assigned1 and of supervising the work of the assistant inspector under their personal direction4 ,the course of inspectorship training is made up of two units3 one dealing with the business and accounting side of inspection and the other with the technical instruction which is given through participation in the actual work of inspection at the arsenal1 observation of the manufacturing processes1 and direct group instruction4 ,the first unit is given at ,washington and usually requires from four or five days to a week for its completion4 ,the second unit is given at the ,rock ,island arsenal and covers eleven days as a minimum4 ,only the most experienced men1 however1 complete it in this length of time4 ,the men enter the school at irregular intervals in groups of four or five at a time4 ,the number in training at any one time varies from thirty-five to fifty4 ,the men are moved from department to department on a fixed schedule4 ,when a man completes his training he is assigned to a plant in accordance with his qualifications as indicated by his previous experience and his record at the school4 ,further plans for training the inspector after he has been assigned to the field have been proposed but have not yet been put into effect4 ,many of the candidates for this training are instructors in vocational training4#c ,the opportunity for promotion of skilled workers was never so great as at present1 and the opportunity for schools to train them will never be greater than at present4 ,the schools may well organize intensive short courses in practical training1 as well as other courses designed to advance qualified workers to positions of directive work in the factories4 ,while the part-time plan offers excellent opportunities for advancing selected workers in order that they may acquire certain technical knowledge1 it is doubtful whether much of this work during this emergency period can be done in the public or private industrial and trade schools4 ,we all know that certain industrial concerns have established part-time schools in their plants4 ,these classes in the works are especially adapted1 in the present emergency1 for training selected workers to become specialists and foremen4 ,if the school is near the plant1 so that industrial workers can attend for part-time day instruction for a period of six or eight hours a week without loss of time or without interfering with production1 it may be possible to develop some part-time courses in the schools1 but1 generally speaking1 it would be better for the instructors in these schools to go directly to the plants themselves and give this part-time instruction there4 ,in another chapter mention will be made of a feasible part-time system and the necessity for some such system1 but it refers only to boys and girls between fourteen and sixteen years old who belong primarily in school and not primarily at work4 ,it is assumed that the group of which we have been thinking is the older group of workmen who wish to become foremen4 #c ,vocational ,education and ,government ,service1 ,news-letter issued by ,national ,society for the ,promotion of ,industrial ,education1 ,october1 #aiag4 ,illustration3 ,war needs open new fields for schools4 ,after the war1 stereotyped courses in trade schools and technical institutes will have lost their hold4 ,dunwoody ,institute 7,minneapolis1 ,minnesota7 is one of the few schools having a training course for bakers4 ,illustration3 ,an example of an effective adaptation to a national need4 ,dunwoody ,institute meeting a shortage of army bakers4 ,illustration ,illustration3 ,educational efficiency as measured by its response to a national need4 ,dunwoody ,institute is one of the several institutes teaching radiography and power testing to navy men4 ,sir ,robert ,blair1 in his report already referred to1 speaks of the manner in which technical and trade schools in and about ,london train semiskilled workers for munition work4 ,at first we gathered together all the metal-working apparatus of our elementary schools and placed it in two of our technical institutes4 ,shafting was put up1 power was installed and the lathes started1 and they have been running ever since ,july1 #aiae1 for twelve hours a day in three periods of four hours each4 ,at first the period of training was for one period a day for six days a week for six weeks1 or a total of #add hours1 but later1 to meet the demands1 the manufacturers took upon themselves the training of more highly skilled turners1 of machine erectors1 of milling-machine hands1 and so on4 ,we began to train women for tracing in drawing offices and subsequently for mechanical drawing4 ,we trained lead-burners for employment in factories making explosives4 ,we trained gauge-makers for employment in tool rooms of our shell factories 7many of these men have been drawn from the jewelry and silversmithing trades74 ,the more skill we gave the training1 the longer it took to train these people1 and so the number produced weekly has diminished1 but in two years we have trained1 certified1 and placed #fjjj workers4 ,and again he speaks of other training apart from furnishing additional munition workers4 ,one institution has done a great deal of work in training in cold shoeing over #ajjj men belonging to the ,royal ,field ,artillery1 ,royal ,engineers1 and the ,army ,service ,corps4 ,the same institution has also been used for the reception1 inspection1 and dispatch of many of the horse-shoes required by the army4 ,at another institution over #cejj students have been trained for ,red ,cross duties1 and a great work has been done in recruiting men for the skilled sections of the ,royal ,flying ,corps4 ,besides we have trained men for tinsmithing1 copper work1 and wireless telegraphy4 ,a third institution took on the general direction of the preparation of synthetic drugs in the chemical departments of the technical institutes1 and the medical organization of the army was largely indebted to these chemical departments for the production of the much-needed drugs4 ,assuming that administrators of industrial education are interested in the welfare of factory workers1--something often apart from instilling technical skill and knowledge1--it will be necessary for them to provide courses for men and especially for women workers1 giving instruction in the laws of health with which every employee in factory life should be familiar4 ,in ,england the memoranda of the ,british ,health of ,munition ,workers ,committee have demonstrated conclusively the great necessity of this teaching of hygiene3 that the causes of ill health of workers in munitions factories were not alone the result of fatigue from long hours1 but quite as much the result of insufficient or ill-prepared food1 inadequate sleep and ill-ventilated sleeping quarters1 and failure to appreciate the consequences of disregarding safety devices4 ,it may not be amiss in this chapter to say a word about our government naval schools1 for some may not be aware that the government has for a number of years been maintaining a very efficient system of trade education4 ,the purpose of the naval trade schools is to train young men for various trades or occupations required on shipboard4 ,in going over the list it is likely that administrators of industrial education will see an opportunity to connect the work of their schools with the work of the naval schools4 ,in addition to the practical instruction given at the training stations where these schools are located1 a course of academic instruction is conducted throughout the naval service4 ,this instruction does not stop at the training station1 but continues on shipboard1 and every encouragement is given for advancement4 ,electrical schools are located at the ,brooklyn ,navy ,yard and at ,mare ,island1 ,california4 ,the course of instruction comprises machine-shop work1 reciprocating steam engines1 steam-turbine engines1 internal-combustion engines1 magnetism and electricity1 dynamos1 motors1 motor generators1 alternating-current batteries1 etc4 ,members of the radio class are trained in the duties of a radio operator and are given constant practice in the use of the mechanism employed in recovering and sending messages4 ,the artificer school is located at the ,norfolk ,navy ,yard1 and is composed of classes for shipwrights1 ship-fitters1 blacksmiths1 and painters4 ,the machinist and coppersmith schools are located at ,charleston1 ,south ,carolina1 and are open only to renlisted men who have certain experience4 ,the aronautics school is located at ,pensacola1 ,florida1 and is divided into two courses3 mechanics of aronautics1 and flying4 ,gasoline-engine instruction is given at ,charlestown ,navy ,yard in connection with the machinist's school1 preference being given to renlisted men4 ,commissary schools for ships' cooks1 bakers1 and stewards are located at ,san ,francisco and ,newport4 ,musicians' schools are maintained at ,norfolk1 at ,great ,lake1 ,illinois1 and at ,san ,francisco4 ,seaman-gunner schools are located at the ,washington ,navy ,yard and at the torpedo station at ,newport4 ,all of these schools give short1 intensive courses ranging from three to eighteen months in length4 ,the students are paid wages1 and all expenses are met the same as with other enlisted men4 ,seven free marine-engineering schools and thirty free navigation schools are being started on the ,atlantic1 ,gulf1 ,pacific1 and ,great ,lakes coasts to train men already having some experience for better places at advanced pay as engineers and deck officers in the new merchant fleet4 ,the graduates are being placed as fast as they are graduated4 ,the need for their services is expected to last for many years after peace is restored4 ,for several years our industrial continuation schools have had as their motto ,earn and ,learn4 ,but the naval technical schools have shown a way whereby young men may both serve and learn4 ,,chapter ,,iv ,,our ,,colleges ,,and ,,technical ,,institutes ,it is to be hoped that if we can realize1 as ,england did not1 that education1 to quote ,arnold ,bennett1 is the very last thing that we ought to economize in1 we shall spare ourselves some of the unnecessary calamities of war4 ,england1 ,france1 ,italy1 and the ,central ,powers have thrown into battle a very large percentage of their educated and trained men1 including most of the young professors and instructors in their universities and colleges1 gymnasiums1 and lyces4 ,their colleges and universities are almost empty4 ,the young men who would under normal conditions be receiving the education and training necessary to prepare them for leadership in the future development of these countries are fighting and dying in the trenches4 ,in view of the fact that all of these countries must needs go through a long period of reconstruction1 industrial and otherwise1 it is a pity that the sacrifice of its best youth had needlessly to be made4 ,as a matter of fact1 we see now that no university1 college1 or technical school that can possibly avoid it should permit its faculty or student body to be scattered or its energies dissipated4 ,all concerned should redouble their energies and concentrate them upon those things which will be of the most service in the progress of the war and will prepare the students for the most effective service when the war is over4 ,president ,wilson1 three months after the severing of relations with ,germany1 in response to a request for an opinion on the continuance of a college or a technical-school education during the war1 wrote this letter3 ,the question which you have brought to my attention is of the very greatest moment4 ,it would1 as you suggest1 seriously impair ,american prospects of success in this war if the supply of highly trained men were unnecessarily diminished4 ,there will be need for a larger number of persons expert in the various fields of applied science than ever before4 ,such persons will be needed both during the war and after its close4 ,i have therefore no hesitation in urging colleges and technical schools to endeavor to maintain their courses as far as possible on the usual basis4 ,there will be many young men from these institutions who will serve in the armed forces of the country4 ,those who fall below the age of selective conscription and who do not enlist may feel that by pursuing their courses with earnestness and diligence they also are preparing themselves for valuable service to the nation4 ,i would particularly urge upon the young people who are leaving our high schools that as many of them as can do so avail themselves this year of the opportunities offered by the colleges and technical schools1 to the end that the country may not lack an adequate supply of trained men and women4 ,it must be said that while students were restless and anxious to perform a service1 the college authorities themselves adopted a very hopeless and helpless attitude toward the war in so far as it reacted on the internal economy of these institutions4 ,commencement exercises were abbreviated and shorn of their customary festivities4 ,college presidents and executive committees of alumni associations began to talk poor and to wax lugubrious over the small senior class of #aiah4 ,these men even wanted to drop athletics1 which1 to the facetious layman outside1 constitutes the main reason for a college's existence4 ,the general action of the colleges in this matter of abandoning so many athletic and other activities drew from ,president ,wilson a letter deprecating such action and advising that the colleges maintain all their usual sports if they did not detract in any way from the military purpose of the nation4 ,in an address at ,princeton ,university1 ,major ,general ,wood deplored hasty action of students in enlisting for service in the army and navy1 urging them to complete their school work for the year1 and that they mark time pending the carrying out of provisions of the selective-draft law4 ,it is clear1 on one hand1 that many college authorities1 especially those of the older type1 passed through a state of academic institutional hysteria1 while1 on the other hand1 their student bodies translated the emotions of the moment into a deep conviction by enlisting4 ,at the same time the spirit of mobilization was present in many a university1 college1 and technical school4 ,in the cultural college it was the individual who enlisted1 as the institution was not of the type whose work directly and definitely counted for important war service4 ,in the universities where courses are given in agriculture1 in medicine1 in technology1 and in practical arts1 the institution itself enlisted1 in that it offered war-emergency courses4 ,it is perhaps interesting at this point to see how response came from these two types of institutions4 ,in the first instance it came from individuals in the college1 which was no more than could be expected of classical colleges1 which have for years laid emphasis on the benefits of individualistic training4 ,in the second instance the vocational colleges1 as they are sometimes disparagingly called1 responded from the viewpoint of collectivism2 that is1 the college as a whole1 because of its service departments1 was able to offer to the state and to the nation a course of training of immediate military value to the country4 ,but thoughtful people can never again speak disparagingly of any university or technical school4 ,while the movies have been filled with the citizens of our democracy1 and the cafs crowded with people to whom war was something apart from existence1 and the white-light gayety of the streets has been apparently undimmed1 the youth of our colleges--the best youth in the world--have enlisted in ,plattsburgs1 joined the ,naval ,reserves1 taken up signal-corps work1 entered the research laboratory1 followed their instructors into the medical corps1 joined a school of aronautics1 or donned overalls in the shipyards4 ,doctor ,finley1 ,commissioner of ,education of the state of ,new ,york1 in an address delivered before the ,illinois chapter of the ,phi ,beta ,kappa1 speaks of his visit to ,oxford just before the war and of a visit to ,cambridge1 ,england1 a few weeks after it had begun4 ,at ,oxford he found the calm of the cloister1 with its memorials of poets1 scholars1 statesmen1 princes1 and soldiers1 where there were ancient academic conventions that paid no heed to the passing customs of the world outside4 ,only six weeks later at ,cambridge--a ,cambridge which had a month or six weeks before been as ,oxford--the town was filled with men in khaki4 ,in this charming address ,doctor ,finley speaks of a portrait of ,samuel ,butler which he saw at ,cambridge1--a portrait of the man who described in his book ,erewhon a land where criminals were treated as sick1 and the sick as criminals2 where there were ,colleges of ,unreason1 colleges in which students were promoted for excellence in vagueness and were plucked for insufficient trust in printed matter1 colleges where the principal courses were those in hypothetics1 colleges in which mediocrity was fostered1 colleges whose graduates almost invariably suffered from atrophy of individual opinions4 ,and ,doctor ,finley says that as he stood before this portrait1 in a hall almost deserted1 he thought of those students of courses which ,butler had called hypothetical and atrophying1 who had gone forth to prove the valor of their cloistered and unpractical learning4 ,the university which apparently had paid no heed to the passing customs of the world outside had now mobilized herself2 and this has been true of the colleges and technical schools of our own country1--truly a mobilization of the spirit of sudden forgetting of self-concerns for a selfless service4 ,the college of individualism1 as has already been suggested1 mobilized through its individuals1 while the college of service mobilized itself4 ,in the spring of #aiag ,i happened to be in a ,western university4 ,the campus was practically deserted4 ,instructors in foreign languages had joined the government interpreters' service2 some of the professors of science had gone to government research laboratories1 while a chosen few were off in some secret place working under government direction in scientific research concerning submarine warfare4 ,the older students had enlisted1 and the younger ones were marching in squads on the athletic field4 ,truly a mobilization1 but largely individualistic4 ,i came ,east to another college where more than #bjjj students were devoting their time to a series of special short courses dealing with the various problems of an educational1 social1 and practical nature which the war had thrust upon the country4 ,in this way the institution--,teachers ,college1 ,columbia ,university--had mobilized itself4 ,special arrangements had been made by the college authorities whereby all but a very few students could participate in these emergency courses without seriously deranging their regular courses4 ,in general1 the aim of these emergency courses was not merely to meet those conditions which exist at or near the battle line but to help in the solution of the hundred and one urgent problems which must be solved by that great majority of teachers and social workers whose service will of necessity be given in home communities4 ,accordingly1 courses on social relief were offered1 and among others the following topics were considered3 ,administration of relief in time of war and emergency1 ,care of orphaned and neglected children4 ,under the organization of rural communities were discussed ,conserving the food supply1 ,the health problem of the rural community1 and ,the organization of school pupils for agricultural service4 ,the matter of social service in military camps was thoroughly gone into and reports and lectures were given by men who had actually worked with the soldiers themselves4 ,the ,boy ,scout and ,camp ,fire ,girl movements were also discussed in special courses1 and the practical questions of the amateur gardener were carefully considered4 ,in the ,school of ,practical ,arts special attention was given to the making of children's garments1 the sewing of ,red ,cross material1 and the renovating of millinery and clothing4 ,in addition to lectures on thrift in food the department of cookery gave a course on emergency cookery for men1 which was especially designed for army cooks and ,boy ,scout leaders4 ,there was also a series of lectures and demonstrations by a government expert on the preservation of food1 including canning and drying4 ,other courses considered the essentials of diet planning and of how to buy in large quantities for camps and hospitals4 ,the departments of chemistry and biology gave special instruction in the analysis of water and of milk1 and in the technique of diagnostic bacteriology4 ,the fine-arts department made some rather unique contributions1 including a study of protective coloring with reference to camouflage for military purposes1 the designing of posters1 and topographical sketching4 ,there was a course on tin-can work for home and camp1 in which1 from discarded tomato cans and powder boxes1 were produced all sorts of useful things--coffee pots1 camp stoves1 hot-water bottles1 lanterns1 and candlesticks4 ,a special course in photography for hospital and field work was offered4 ,in the modeling class the manipulation of plaster of ,paris was demonstrated for nurses and ,red ,cross students1 to be used in connection with occupational work for convalescent soldiers4 ,an extremely interesting series of projects in plastic material was worked up1 particularly some clay models of trenches and dugouts4 ,another course which attracted some hundred and fifty students was the emergency instruction given by the physics department in automobile mechanics4 ,the object of the instruction was to equip the average student with a stock of general information that would enable him to operate a car1 to make minor repairs1 and to diagnose trouble intelligently4 ,some of the matters discussed were the four-cycle engine1 carburetion1 transmission and differential1 and the storage battery4 ,for experiment and demonstration purposes the laboratory was supplied1 among other apparatus1 with a detachable boat motor and two automobiles4 ,the latter were thoroughly dissected and then reassembled from spark plug to tires1 and in every possible way the mechanism was examined and experimented with4 ,the departments of nursing and health and of physical education offered some ten courses in all1 including home nursing and emergencies1 surgical dressings1 care of children1 public-health problems1 first aid1 medical gymnastics1 and invalid occupations4 ,the department of music offered three courses designed especially to prepare students to lead music appropriate to patriotic meetings and to present selections at hospitals and camps4 ,two courses were offered by the department of speech3 one planned for those intending to do emergency speaking and lecturing1 and the other arranged to meet the demand for entertainment for little children1 the sick1 and soldiers during the war4 ,in addition to these technical courses there was a series of lectures on economic problems contributed by various ,columbia experts1 and another series of special lectures by such speakers as ,mr4 ,joseph ,mc,cabe1 the noted ,english author1 and ,mr4 ,frederick ,c4 ,wolcott1 director of the ,polish ,war ,relief ,commission4 ,finally1 there was a wonderful and never-to-be-forgotten address by ,ignace ,paderewski1 in which he reviewed the long and troubled story of his native land and in impassioned words pleaded for the restoration of ,poland's ancient liberties4 ,it may be said without exaggeration that in all some millions of people throughout the ,united ,states will1 directly and indirectly1 profit by this emergency instruction at ,teachers ,college1 for the students who attended are for the most part experienced teachers1 who1 in their turn1 will organize and instruct their home communities in similar preparedness courses4 ,at the same time another university1 unique in its way1--the ,university of the ,state of ,new ,york1--was holding1 through its ,board of ,regents1 a meeting to determine academic standards of the schools and colleges of the state in a war crisis4 ,this university was modeled upon the ,university of ,france1 the constituent units of which have proved themselves wonderful instruments in the waging of war4 ,the universities represented have organized themselves into a civil army1 preventing the wastes of duplication1 misdirected endeavor1 and isolation so common everywhere4 ,in the building where the ,board of ,regents met1 two conferences were being held1 one representing the schools and colleges of the state1 the other representing the agricultural and industrial interests4 ,in one place men were discussing how the academic status of professional schools and colleges might be maintained1 and in another room men and women were participating in a discussion of public markets1 food conservation1 services of agricultural teachers1 the taking of an agricultural census1 the releasing of boys from school1 the organizing of canning clubs1 and all those affairs of the state and its schools which might contribute to the nation's welfare4 ,these two meetings offered a picture of two lines of work which must always go together in time of war4 ,as ,commissioner ,claxton has said3 ,students should be made to understand that it is their duty to give to their country and to the world the best and fullest possible measure of service1 for both country and world will need more than they will get of that high type of service which only men and women of the best education and training can give4 ,patriotism and desire to serve humanity may require of these young men and women the exercise of that very high type of self-restraint which will keep them to their tasks of preparation until the time comes when they can render service which cannot be rendered by others4 ,on the other hand1 these same colleges and schools must contribute out of themselves that important vocational service so necessary in time of war1 and the gathering at this meeting of agricultural and household-arts teachers1 of farm-bureau men and county agents1 of representatives from granges and women's clubs1 of bankers1 and of publicists was after all typical of the other half of the university or school contribution4 ,at this meeting of the ,regents the following resolutions were adopted on the recommendation of the administrators of schools and colleges who were in conference with the ,regents4 ,these resolutions are given in full because they express significantly the point of view of the #cf colleges and #ifd secondary schools in ,new ,york ,state4 #a4 ,realizing that one of the most urgent needs of the country in the present crisis will be the training of officers for military service1 and that it is the peculiar duty of colleges and universities to contribute in supplying this need1 we recommend that the several colleges and universities in the state establish one or more units of the ,reserve ,officers ,training ,corps1 as provided in general order ,no4 #di1 including courses leading at the same time to a commission and to a college degree4 #b4 ,in order that the extraordinary burdens and sacrifices of war may be shared in just proportion by all the nation1 and that the calamitous experiences of the past under the voluntary system may be avoided1 it is our judgment that in the raising of the necessary military forces the principle of universal obligation to service be applied by a process of selective conscription4 #c4 ,that members in good standing of the graduating classes of the professional schools of the state who shall have been accepted for military service by the government be granted their degrees without special examination4 #d4 ,that members in good standing of the graduating classes in the undergraduate departments of the colleges and universities of the state who would normally be graduated in ,june1 #aiag1 and who shall be accepted for military service by the government should be granted their degrees without special examination4 #e4 ,that members of the graduating classes in the high schools of the state who would normally be graduated in ,june1 #aiag1 and who have been accepted for military service shall be granted their diplomas1 and that the colleges of the state be requested to honor these diplomas for purposes of admission4 #f4 ,that college students in good standing pursuing medical preparatory courses who enlist or are called into military service before the completion of the college year be granted certificates of completion of their year without examination4 #g4 ,that absence from college or high school by reason of enlistment in military service shall not prejudice the award or the retention of university scholarships4 #h4 ,that while the immediate service which women may perform in connection with the war will be in medicine or nursing and other work for general public welfare1 and that while the greatest service for which they may eventually be called will be the supplying of positions vacated by the enlisted men1 we recommend to the ,united ,states government the appointment by the ,council for ,national ,defense of a commission which shall outline an appropriate policy for women students in our colleges1 with respect both to their college studies and to their enlistment for national service4 #i4 ,that this board approve the plans of the ,national ,research ,council and proffer our hearty coperation4 #aj4 ,that students in colleges and universities of the state who are liable for military training under the military-training law be exempt from the training prescribed by the ,military ,training ,commission if they pursue courses in military training under approved instruction at their respective institutions4 ,further1 that as there are numerous resources in both the elementary and the secondary schools of the state which can be used to advantage at this time1--among the most important of which resources are the use of high-school pupils for the farms and for necessary clerical and other work that can be done by pupils who remain in school1 the use of teachers for summer work1 the services possible through industrial and household-arts departments1 and the enlistment of upper-grade children for home gardens1--the board adopts the following resolutions3 #a4 ,that the ,state ,agricultural ,department in conjunction with the ,state ,education ,department formulate a plan for enlisting and placing high-school boys upon the farms1 for directing and supervising the work of such boys1 for determining qualifications as to age and fitness1 for determining compensation and school credit1 and for the adjustment of any other problems connected with the safeguarding of these boys who enlist for farm service4 #b4 ,that the ,state ,education ,department secure through the necessary sources a statement of the needs that might be met through the industrial and household-arts departments and other resources of the schools herein stated1 and transmit such a statement to the schools of the state1 to the end that these resources may be used intelligently and through regularly constituted channels4 #c4 ,that the ,state ,education ,department consider the practicability of securing some provision by which during the summer vacation and at other times of the year boys #ab years of age or over may be employed if a certificate of proper working conditions can be furnished4 ,it is impracticable to outline even briefly all that the various colleges and institutes have contributed to war service4 ,the ,massachusetts ,institute of ,technology is hardly mentioned in what follows1 and yet it is conducting a score of activities of immediate emergency value4 ,drexel ,institute has contributed not only courses but also its president1 ,doctor ,godfrey1 who is serving as a member of the ,national ,council of ,defense in special charge of war needs as met by education and science4 ,to name all the institutions which are serving in one way or another is to call the roll of nearly every college and technical institution in the country4 ,to give here a brief account of what a few are doing will show the range of the activities and the nature of the service4 ,early in ,may ,columbia ,university inaugurated a series of emergency courses of a military1 naval1 and general nature arranged for the purpose of training students who desire to serve the national government in time of war4 ,they were classified as intensive courses and were opened without restriction to all those who desired to be trained in any of the various subjects offered4 ,these courses included military map making1 field-service regulations1 general telegraphy1 radio telegraphy1 camp sanitation1 map reading and map interpretation1 practical navigation1 and electrical devices of the navy4 ,harvard ,university has many achievements to her credit1 for example3 advanced training for selected officers under the leadership of six ,french officers2 a cadet school for ensigns2 a naval school for wireless operators2 a course in orthopedic surgery2 the furnishing of the medical personnel for four base hospital units2 and war service by departments of dentistry1 medicine1 psychology1 and foreign languages4 ,iowa ,state ,college gave a six weeks' course in special military and military-engineering work4 ,regular two-year noncollegiate courses were offered electrical workers and stationary engineers1 mechanical draftsmen and mechanics1 structural draftsmen and building superintendents1 surveyors and road makers4 ,at ,cornell ,university all professors and instructors in the marine-engineering department and all the senior students of marine engineering were in either private or public shipyards on or before graduation day4 ,the ,university of ,wisconsin1 anticipating that a large number of persons who had been trained in the administration of stores would soon be needed in the civil section of the ,quartermaster's ,department1 in the ,ordnance ,bureau of the ,war ,department1 and in the ,quartermaster's ,officers' ,reserve ,corps1 decided to aid in training for these services by offering special courses in the classification and handling of stores for those departments4 ,this university also planned a summer session with courses in wireless telegraphy1 first aid to the injured1 ,boy ,scout movement in theory and practice1 and gave a course of war lectures especially designed for teachers1 and a course for ,red ,cross volunteers who wished to take part in civilian relief work4 ,this last course was in coperation with the ,red ,cross organization1 which1 as explained in another chapter1 will have much to do with relieving families deprived of their natural heads4 ,the men and women in this course studied the basis of family life1 psychological and economic principles underlying bodily health1 the resources of the state to preserve the family group1 and methods of social service and friendly visiting4 ,aviation schools for training candidates for the aviation corps were established at the ,university of ,california1 ,cornell ,university1 ,georgia ,institute of ,technology1 ,university of ,illinois1 ,massachusetts ,institute of ,technology1 ,ohio ,state ,university1 ,princeton1 and the ,university of ,texas4 ,the first navy aronautic school has also been established recently at the ,massachusetts ,institute of ,technology4 ,the ,college of the ,city of ,new ,york offered an emergency war course in bookkeeping and office practice to help fit men and women to fill the positions made necessary by the increased work of the national government1 and to train people to take the places of those who responded to the call to arms4 ,it also offered its regular winter courses during the summer in order to speed up the graduation of young men already enrolled in the college who might be drafted4 ,this college also placed in every armory and military headquarters in ,greater ,new ,york a teacher of conversational ,french4 ,this work was very popular and highly successful4 ,the ,university of ,kentucky offered to women and civilians two special courses in its ,college of ,electrical ,engineering3 a course in automobile engineering especially designed to teach women how to drive and take care of motor ambulances1 and a course in wireless telegraphy4 ,the ,pennsylvania ,state ,college offered a six weeks' course in storekeeping under the direction of the ,quartermaster's ,department4 ,in ,massachusetts1 through the extension department of the ,state ,board of ,education1 lessons were given in conversational ,french in the armories and encampments4 ,in one armory as many as five instructors were engaged in this service4 ,the vocabulary of the soldier being quite unlike the ,french dictionary1 the military terms and expressions actually used were emphasized4 ,necessary ,french slang and words used commonly for distances1 rations1 arms and equipment1 money1 measures1 and military orders were dwelt upon4 ,spoken ,french for doctors and nurses who are going to the front has been given in coperation with the ,metropolitan ,chapter of the ,american ,red ,cross4 ,a six months' course in wireless telegraphy for women was offered at ,hunter ,college1 ,new ,york ,city1 the course of training being in three divisions3 laboratory work1 technical work1 and the use of code4 ,this course was given with the expectation not that women wireless operators will be placed on ships of war or on transports1 but rather that they will be placed in land stations and on coastwise steamers1 thus releasing men for more active service4 ,it is understood that on the mechanical side the work is harder for the women1 but that on the code work they are much quicker than men4 ,the field for service of a college is not necessarily limited to extending the usefulness of its vocational departments to meet the war-emergency demands4 ,as has already been noted1 the department of ,french may give courses in conversational ,french in armories and in cantonments4 ,sir ,robert ,blair writes3 ,we had this plan in ,england1 and as volunteering grew to very considerable dimensions towards the close of #aiad and there were tens of thousands of soldiers grouped within the near neighborhood of ,london1 an arrangement was made with the war-office authorities for the teaching of ,french4 ,courses in mathematics applicable to war needs may be given4 ,the college may send tutors to cantonments to give instruction to undergraduates who have not completed their college work and who would like to receive a college diploma4 ,colleges can coperate with the ,y4,m4,c4,a41 to which has been given the privilege of looking after the recreational features in cantonments4 ,american college boys and others will not be satisfied with formal military training4 ,they will want health talks1 entertaining and educational lectures1 and instruction as to many things helpful in civil as well as in military life4 ,there is a large opportunity1 in a field as yet hardly touched1 for departments of psychology in universities to help in selecting men for different branches of war service and to give vocational guidance to men who leave the service unfitted by war work to renter their former occupations and perhaps untrained to enter a new service4 ,a staff of psychologists is now at work in each of our cantonments applying intelligence ratings4 ,there are two distinct uses for the ratings which are given the men as a result of the psychological examinations4 ,one of these uses is military and consists in furnishing a commanding officer with the rating of each man in his command1 by which he may1 if he chooses1 be guided in selecting men for promotion1 or for special duties requiring more than average intelligence and mental quickness4 ,the other use is medical and is the thing specifically sought--to find men who are so markedly below the average in intelligence as to demand consideration for discharge or for assignment to simple manual work under careful supervision4 ,the general method of the test is as follows3 ,the men of each company are divided into #d groups of #ge to #hj each4 ,each group is first given a simple literacy test which takes about five minutes and shows only which of the men can read and write4 ,the illiterates are withdrawn at this point to be given examinations for manual skill4 ,all those who can read are then given the group-intelligence examination4 ,those who do not get good ratings are now re-examined in a group to discover whether they are merely slow or are of low-grade intelligence4 ,if any fail to make a satisfactory showing1 they are grouped with the illiterates who were separated from the rest of the group after the preliminary examination4 ,all these--illiterates1 and literates who have not done well in the group examination--are given tests for manual skill and ingenuity4 ,these tests are such as putting together dissembled mechanisms1 etc4 ,after further individual examination those who receive the poorest rating are likely to be considered for discharge or as suited only for manual work under supervision4 ,those who display special mental or manual ability are brought to the notice of their company commanders as men who may be given assignments for superior intelligence or skill4 ,the aims of the entire psychological examination are to measure native intelligence and ability1 not schooling2 to disclose what a man can do with his head and hands1 not what he has learned from books2 and to help the medical officers quickly to discover and sift out the extremely incompetent1 and thus prevent the inefficiency and injustice resulting from putting men in places which they are not qualified to fill4 ,of course there is a tremendous opportunity for the college to help people understand the causes of war4 ,this has already been referred to in the chapter on ,war and ,community ,uses of our ,schools4 ,colleges having teacher-training departments will have the opportunity of giving short courses to men and women who will take the places of those who have gone to war4 ,there is also a field for great service in discovering ways and means of improving our public-school systems through lessons drawn from the war4 ,every college and university has a large library1 and this should be examined with a view to discovering its possible contribution to national defense in war time4 ,aside from their functions of supplying fresh news and judgments of current events1 libraries surely have a vital part in that work of organized research which is behind ,germany's scientific and industrial efficiency4 ,successful research rests as much upon adequate and well-organized book resources as upon laboratories and trained men4 ,the plain and immediate duty of a college situated near a cantonment1 or having a portion of its student body enlisted in a camp1 would seem to be to build up a military library adequate as a center of military information for those who are studying new methods and instruments of attack and defense4 ,such a library would be a technical library assisting the large number of specialized schools and fields of training for officers and men in every branch of the service and even in different duties in the same branch4 ,medical libraries of colleges should be available1 with new and important material on military hygiene1 medicine1 sanitation1 and surgery1 and this material should be given the widest publicity with reference to its usefulness for the military1 medical1 and hospital corps4 ,the college library might well lend to a cantonment a member of its library staff for the development of not only a technical library but also a general reading library for those soldiers who desire only general reading4 ,the geological department of a college can help in deciding on foundation conditions for army-work constructions1 on the location of camp sites with reference to topography1 drainage1 and water supply1 and on the location of trenches with reference to dryness1 underdrainage1 and rock deposits4 ,such a department can participate in the study of earth vibrations in connection with heavy artillery discharges for the accurate determination of the distances of enemy batteries4 ,it can also help the government in giving more exact training to young men in the interpretation of geological and topographical maps4 ,it is obvious that the technical college and the technical institute may render the greatest government service through its faculty and student body4 ,armour ,institute of ,chicago has a large number of its graduates and older students in concerns which are producing munition supplies and war-ships4 ,many have entered the signal service1 and a large class in marine engineering has been specifically organized to prepare men for service with the government4 ,wentworth ,institute in ,boston1 under the direction of ,principal ,arthur ,l4 ,williston1 has been giving instruction in various branches of military engineering to the ,first ,regiment of ,engineers of the ,fifth ,district1 ,u4 ,s4 ,a4 ,this regiment was originally an infantry regiment1 but the men voluntarily elected to train themselves to become an engineering regiment4 ,the commissioned officers and non-commissioned officers and all the enlisted men gave three nights a week to the work for several months4 ,in addition some sixty of the men in the regiment voluntarily resigned from business positions in order to devote eight to ten hours a day1 six days in the week1 to the work4 ,this institute instilled what ,mr4 ,williston calls mechanical gumption into the enlisted men through short unit courses in mapping and surveying1 topographical sketching1 and map reading2 gasoline-engine operation1 repairing1 and maintenance2 portable steam-power plant construction and operation2 electrical-power plant operation2 field telephony2 electric-line construction and maintenance2 timber construction1 including pontoons1 timber trusses1 timber suspension-bridge construction1 machine-gun shelters1 dugouts1 and dugout tunneling and framing2 strength of materials2 concrete construction1 including culverts1 bridge abutments1 gun-carriage and engine foundations2 acetylene welding and demolition work2 thermite welding and emergency repair2 machinery erection and alignment2 forging1 hardening1 and tempering2 hydraulics and drainage1 especially trench drainage2 and rigging4 ,the time was too short to give any elaborate theoretical training4 ,the instruction was given through brief and intensive courses in a very practical way4 ,in many instances it showed men who had practical experience and ability how to adapt their particular kind of skill to the special needs of the given service4 ,many of these men already had skill1 but they needed to have it adapted to military ends4 ,illustration ,illustration3 ,technical colleges and institutes believe that education is the very last thing in which they ought to economize4 ,illustrations of class work in national-emergency courses for the army and navy given by ,pratt ,institute1 ,brooklyn1 ,new ,york4 ,illustration3 ,,boys ,,america',s ,,industries ,,need ,,you ,,prepare ,,at ,,buffalo ,,vocational ,,schools ,illustration3 ,a poster which accomplished its purpose4 ,war time1 even more than normal times1 requires an educational appeal to the work impulses of youth4 ,pratt ,institute1 ,brooklyn1 ,new ,york1 has been conducting #h evening classes in machine-shop practice1 #f classes in machine-drafting design1 #a evening class in elementary ship drafting1 and day courses for a large body of enlisted men from the navy electrical school and from the signal reserve corps4 ,those who come from the signal reserve corps are being trained for active service in telegraphy1 the institute furnishing the technical instruction in elementary and applied electricity1 and army officers furnishing the military and field-service instruction4 ,a mess for the men of this corps is conducted at the school of household science connected with the institute1 and here details of men are trained for this work through a course in army cooking4 ,the men from the electrical school are quartered at the navy yard1 and spend five and one-half hours a day at the institute taking courses in machine-shop operation1 steam-engine practice1 elementary electricity1 armature- and field-coil repair work on electrical machines1 elementary chemistry1 and batteries4 ,it is interesting to note that ,pratt ,institute made a special effort to hold intact its student body of the regular courses1 on the theory that the thoroughly trained mechanic or technician in service is many times more valuable to the nation than a private in the ranks4 ,as a result of this effort1 very few of the students of the day school dropped from the regular courses4 ,the ,william ,hood ,dunwoody ,institute of ,minneapolis began immediately on the severance of relations with ,germany to serve as a recruiting station for the ,united ,states ,engineers' ,enlisted ,reserve ,corps1 the ,united ,states ,signal ,enlisted ,reserve ,corps1 the ,united ,states ,quartermaster's ,enlisted ,reserve ,corps1 the ,united ,states ,civil ,service ,commission1 and the ,united ,states ,navy4 ,it also outlined a scheme for taking a census of mechanics and technicians for the state of ,minnesota1 which is now being carried out1 and on the basis of which recruiting will go forward for every branch of the government service4 ,it made arrangements for bringing to ,minneapolis1 on the first of ,august1 #dbe recruits from the ,great ,lakes ,naval ,training ,station at ,chicago1 and distributed them among the following classes in training at the institute3 general electricians1 radio electricians1 carpenter's mates1 machine-shop operators1 gas-engine operators1 blacksmiths1 coppersmiths1 cooks1 and bakers4 ,the institute is training more than #bjj novices in day and evening classes in telegraphy4 ,of these about #fj per cent are girls and women1 this course being offered in response to a direct request from railroad and telegraph lines in the vicinity of ,minneapolis4 ,it is also giving some instruction in operating-foremanship work for a prominent local steel and machinery company1 as this company has renewed the manufacture of munitions and needs operation foremen4 ,the institute was called upon to select the most promising men and to train them in one process of which they are later to have charge in the shop4 ,director ,charles ,a4 ,prosser in making a report to the secretary of the ,national ,society for the ,promotion of ,industrial ,education said3 ,we have #aed people taking radio work in day and evening classes4 ,this group is made up of a number of different types4 ,first1 there are the amateurs with licenses who have enlisted in our first radio company of the ,united ,states ,signal ,service and have gone into that class to improve their speed4 ,second1 there are other young men who have gone in to learn the work so as to be recruited into another radio company of the ,united ,states ,signal ,corps or into the naval service1 and there are1 in the third place1 young men who have gone in with the idea of offering their services to the ,marconi ,company1 either for land work or for duty on board the merchant ships which are being built4 ,somewhere in the neighborhood of #ejj mechanics and technicians have been sent into different branches of the government service by ,dunwoody ,institute4 ,this number is made up in part of our own students from our school--particularly from the evening classes1 although some of our day boys have gone--and in part of mechanics and technicians throughout ,minnesota who have gone into the service through ,dunwoody ,institute1 where we conduct a recruiting station and where we are recruiting into the service every ,wednesday1 applications being taken in the interim4 ,we have sent into the service #a motor-truck company2 #b others are in process of organization4 ,we are sending out #a radio company1 which is ready to go1 and are about to organize another4 ,we are also organizing #a wire company1 #a baking company1 and #a company of cooks4 ,in addition we have sent men to the ,brooklyn ,navy ,yard and are sending men to the ,puget ,sound ,navy ,yard4 ,we have also put men in touch with the ,civil ,service ,commission and sent them into the service in this way4 ,the response of these and other colleges and technical institutes justifies as nothing else could their past claims that they train not only for the spirit of service but for the life of service4 ,the effect of the war on the college curriculum cannot be hastily measured4 ,institutions of collegiate grade are slow to make radical changes in the requirements for the bachelor's degree4 ,some have already shortened the college course to three years4 ,others have decided as a war measure that students ought to be through college by the time they reach conscription age4 ,some are offering opportunity for all-the-year-round work4 ,others are allowing war service to count toward a college degree4 ,the ,english universities are already thinking of strengthening their courses in science and laboratory research1 of giving more attention to modern languages1 and of developing vocational courses4 ,certainly in ,america there will be an immediate and greater demand for so-called practical subjects4 ,it may be that one of the effects of the war will be the sharpening of the differentiation and an increase of competition between the idealistic and the practical groups of studies4 ,this will be unfortunate4 ,there should be no sharpening of differences of opinion4 ,they had much better be dulled4 ,there is no real necessity for antagonism between the cultural and the vocational subjects4 ,people only think there is a need for constant justification of the one against the other4 ,such thinking has become a habit of mind4 ,the ,french have a way of saying that the cultural subjects are merely the moral conditions1 the ethical history1 and a judgment as to the ethical value of the world complex of vocational and economic life2 for this reason any conflict between cultural and vocational subjects is impossible1 and the more vocational education is developed1 the more will the cultural aspects be needed and the more highly developed will they become4 ,the ,french point out that what we term cultural subjects developed in two civilizations which were very highly practical1 vocational1 and militaristic2 namely1 ,greece and ,rome4 ,they speak of the humanities as being essentially the abiding lessons of those civilizations which in vocational and military efficiency stood much higher above their fellows than ,germany stands in those respects above contemporary civilization to-day4 ,vocational subjects are direct-service subjects always4 ,by their very nature they respond immediately to an emergency4 ,the cultural subjects are more indirect in their effect4 ,they could not be otherwise4 ,i often wish we could get into the habit of speaking of liberal subjects in the sense in which this term was used in the older days of our colleges1 when the term liberal implied that the subjects classed under this head were liberalizing2 that is1 they liberated1 or set free1 the minds1 spirits1 and bodies of men and women from prejudice1 selfishness1 tradition1 passion1 cruelty1 and so on4 ,i have never seen how one could elect culture1 for it is always a by-product coming out of thinking and living4 ,to study the language of an ancient people and to learn nothing of their government or ideals is useless4 ,to study this government and these ideals of an older civilization and to see no lessons for the world of to-day is almost valueless4 ,to study the past in terms of problems of human society is liberalizing4 ,new meanings of the realities of war are before us4 ,new concepts of two great ideals of government confront us4 ,new methods of making war more horrible strike our eyes with every news issue4 ,new schemes for patching up human life that it may go forth again to battle or return to industrial warfares of peace are heralded every week4 ,new societies for the relief of human suffering due to the war are chartered constantly4 ,new alignments of political groups committed to reform are in the making4 ,new groupings of nations not formerly allied stand before our eyes4 ,new methods of combining activities of great corporate interests for government needs are published daily4 ,new trade possibilities now latent are prophesied as being inevitable4 ,new ideals and new ideas gathered in the trenches are appearing over battle lines for new governmental practices4 ,new advances in the field of government control of prices startle us continually4 ,out of it all there looms up a new science of chemistry1 improved methods of transportation in the air1 a still greater standardization of making industrial products1 a new conception of government control of trade and industry1 a system of government insurance for individuals and corporations1 new concepts of legislative authority and action1 and a score of other things all heading up into a new sense of nationalism1--and who knows but even a sense of internationalism6 ,is it credible that education alone will remain unaffected by these world changes8 ,,chapter ,v ,,the ,,opportunity ,,for ,,manual ,,and ,,household ,,arts ,a new spirit of teaching practical arts is upon us4 ,the aims1 materials1 and methods of instruction in manual training1 cooking1 sewing1 agriculture1 and commercial branches are changing4 ,they have been influenced by the vocational-education movement1 and because of it practical arts in general education must justify themselves or else be put into the scrap heap4 ,the development and organization of differentiated courses in industrial1 agricultural1 and household and commercial arts adapted to junior and senior high schools--more particularly in connection with the education of children from #ab to #af years of age--offers a new field of service to teachers of these subjects who1 up to now1 have been following methods unsuited either to the needs of vocational training or to the needs of general education4 ,already the set of wood and iron models taken from the ,russian system of the early seventies has disappeared1 and the sampler book in sewing has passed away4 ,the era of the coat hanger and sleeve board in manual training and of the set of doll's clothes and models of undergarments is doomed1 and the cooking outline which starts out with making cocoa in ,september and in the thirteenth lesson takes up the making of an angel cake will soon meet the fate of flowerpot holders1 doll's aprons1 and book agriculture4 ,but there is a great field for the practical arts in general education1--a field which no scheme of vocational training can possibly occupy4 ,each has its place4 ,vocational training is fitting young persons for profitable employment in chosen vocations4 ,practical arts in general education consists of varied lines of activity taken from the fields of agriculture1 commerce1 industry1 and the household and taught in the school for the purpose of developing capacity to deal with concrete things and of arousing social and industrial interests in the workaday world4 ,in the early years of the child's life practical-arts work has a strong motor and social value4 ,in the middle years1 say from #ab to #af1 it has a social and vocational-guidance value4 ,the chapter entitled ,the ,field for ,industrial and ,trade ,schools gives a number of suggestions as to the work which boys and1 to some extent1 girls may offer as their service contribution in time of war4 ,however there are fewer than #ajj industrial and trade schools in the country4 ,the majority of our youth are taking some practical-arts work as a part of general education in either the elementary or the secondary school1 and surely these young people will want to do something in this emergency4 ,and certainly the teachers of sewing1 manual training1 cooking1 and agriculture will desire to do their part1 not only because they can be of service at this time but also for the reason that through war-service work they will be able to improve upon the practical-arts work and make it conform to the new spirit4 ,the whole spirit of the new methods is based upon getting away from individual models created out of the mind of a teacher and imposed upon an unsuspecting student body which follows a course in models in about the same way that it takes a course in arithmetic4 ,the present scheme of teaching practical arts is based upon the project plan and not upon the model or exercise plan4 ,it no longer depends upon the teacher's course of study founded on tool exercises or logical sequence of processes4 ,it now comes out of a need which is as clear to the student as it should be to the teacher4 ,the progressive teacher of manual training starts out with such a project1 for example1 as a garage4 ,this involves making a sketch1 working up a bill of materials1 finding out the cost of lumber1 cement1 and so on4 ,it involves work in concrete1 laying the floor timbers1 putting up the sides1 laying out the roof1 setting in the window and door frames1 putting on the tarred paper or shingles or galvanized iron1 and painting and staining4 ,the progressive teacher of domestic arts no longer thinks of catering merely to the personal decorative sense of young girls4 ,she no longer has the girls spend the entire year making graduation dresses1 or dish towels1 caps1 and aprons4 ,she thinks in terms of quantity and in terms of social service which the domestic-arts work may render4 ,she discovers that a hospital needs towels1 aprons1 caps1 and bed linen1 or that the orphan asylum near the school is sorely in need of children's garments1 and then she tells of this need to the girls in her charge and the latter take up the problem in the same way that the boys take up the problem of building a garage4 ,each girl works in conjunction with others for a common purpose which all recognize as being worth while4 ,progressive teachers of cooking are realizing that the idea of #bj cooking units in a schoolroom1 where little batches of #bj model biscuits are made and where at the close of the lesson each girl has one of these small eatables1 is far behind the practice of those manual-training teachers who are making drawing tables1 benches1 and looms1 or laying concrete walks1 building outdoor gymnasium apparatus1 and so on4 ,some of the teachers have insisted on having a flat or tenement or entire house near the school1 where girls taking domestic science can go to learn to make real beds that are really slept upon1 to clean bathroom bowls that are really used1 to cook meals that are really eaten by people who pay for what they eat1 to shake real rugs that become really dirty1 and to shop at stores where they come in contact with actual commercial conditions and at the end of a week discover that it really costs money to run a real home4 ,a few teachers1 and in time there will be many1 desire to go still further4 ,they believe that home-making cannot be taught without having some babies around1 and so they have established day nurseries in connection with the home-making classes4 ,it is because of these things which have been mentioned in some detail that ,i was glad1 as director of the ,division of ,agricultural and ,industrial ,education of the ,new ,york ,state ,education ,department1 to send out a circular letter early in ,april1 #aiag1 to our manual-training and household-arts teachers1 in which ,i stated that every teacher of manual training1 sewing1 or cooking should be thinking in terms of mobilization service1 and that any teacher of manual training who was conducting his course of models1 instead of thinking and working in terms of food production or industrial war service1 was absolutely out of touch with the needs of the day4 ,i advised him to turn his shop work over to home and community gardens1 to increase the time allowance given to manual work1 and help fill the cellar and pantry4 ,i advised him to give his ,saturdays and afternoons after school and even his vacation period to supervising garden work in the community4 ,i said1 furthermore1 that any teacher of sewing who was not thinking in terms of ,red ,cross1 and of mending1 darning1 and repairing1 was as far away from the service idea as she possibly could be4 ,i told her that with the increase in price of materials and with the scarcity of dress goods there would be necessary repairing and making over which would give her an opportunity to do some real things4 ,i even told her that she might drop some of her sewing and help the cooking teacher in organizing classes in preserving4 ,i told the teachers of cooking that if they were running through their outlines with no reference to the food shortage of next winter and the year after1 they showed a lack of comprehension of the meaning of their jobs4 ,i stated that the early summer and fall suggested lessons in preserving1 while the winter season conveyed the idea of conserving4 ,i asked whether they were planning to stop their work in ,june1 before the canning season really began1 and leave everything idle until school should open1 when the canning season would be nearly over4 ,i wondered what provision had been made in the community for using the summer service which they either had offered or1 ,i hoped1 were about to offer4 ,a few weeks later word came from ,england of how the manual-training teachers had been urged by those in authority to do garden work4 ,a portion of these directions follows3 ,surely wood and metal work have not the monopoly of the educative value in manual operations4 ,the harvesting of an orchard of fruit or a field of potatoes by a class of school children1 accompanied by an enthusiastic teacher imbued with the right ideal of his work1 can be made to serve other purposes than merely that of simple mechanical utility4 ,a discussion started at first hand between child and teacher on such matters as variety and quality of produce1 the destructive fruit pests and diseases encountered1 the crating1 packing1 and distribution of produce1 the weighing and measuring actually performed1 the calculating of the value of produce and of labor1 and a knowledge that the coperative effort is in response to a call of ,england's need1 would provide open-air lessons in nature study1 geography1 arithmetic1 and civics quite as educative as any obtained in the elaborately equipped manual-training centers4 ,this is true1 especially the phrase a knowledge that the coperative effort is in response to a call of ,england's need1 which embraces the socializing value of the manual-arts principles1--a value which we often talk about and as often fail to attain4 ,teachers of cooking1 in this food crisis now upon us and the greater one which may come1 ought to suspend temporarily some of their work in teaching children and turn their attention to teaching adults4 ,to be sure the girl of to-day will be the mother of to-morrow1 but the mother of the immediate to-morrow is also the mother of to-day1 and the food crisis will be over1 it is to be hoped1 by the time the girls in our present cooking classes have grown into motherhood4 ,these courses to adults should be intensive and in short units4 ,the printing schools should print leaflets giving practical and helpful recipes to be distributed to the adults4 ,if the women will not come to the school1 then the schools should go to the women4 ,by this it is meant that classes can be organized in churches1 vacant stores1 and settlements4 ,in this connection it may be of interest to quote from the ,leicester 7,england7 education committee3 ,arrangements have been made in connection with the local food campaign whereby the ordinary schemes of work at the domestic-science centers have been temporarily suspended and special short courses in cookery instruction provided instead4 ,these courses have been designed primarily as a means of instructing as many women and older girls as possible in the method of preparing and cooking suitable substitutes for bread and potatoes4 ,in addition to the rooms equipped for cookery instruction1 those normally devoted to the teaching of laundering and housewifery are being used for this special work4 ,the course is arranged to cover #d lessons given on consecutive half days to each group of attendants1 and at the conclusion of each course the women and girls attend one evening for a review lesson including a practical demonstration to which outsiders are invited4 ,leaflets have been prepared and sent to the schools for distribution4 ,the children themselves write out the scale of rations as applied to individual families and take their copies home1 thus becoming the active agents in the food campaign4 ,in ,albany1 ,new ,york1 the regular work in cooking was discontinued early in ,june for the school year of #aiag1 and a special course of #aj lessons in food conservation was given at #d domestic-science centers4 ,the course consisted of #a lesson in the preservation of eggs1 #c lessons on canning1 #a on making soap1 #a on butter substitutes1 #b on jellies and marmalades1 and #a on the drying of a number of agricultural products4 ,not only may the domestic-science teacher go to adults by the way of churches or settlements1 but she may go directly1--in the rural districts1 at least1--with demonstration kitchens mounted on automobiles4 ,in ,lindsay ,county1 ,england1 for example1 a domestic-science lecturer arranged an experimental course of lectures and demonstrations on economical cookery1 and equipped with necessary utensils a traveling kitchen at a cost of #ajj4 ,she covered each of the larger villages in the area selected1 spending one day in each place1 the morning being given over to traveling4 ,in the afternoon1 exhibitions of wheat-flour substitutes were arranged and demonstrations given that were based upon left-overs from her preceding evening's lesson4 ,she also gave short talks on beekeeping1 horticulture1 fruit bottling1 and so on4 ,in the evening she gave a cooking demonstration4 ,the van used by the women of ,long ,island1 ,new ,york ,state1 consisted of a train of cars behind a steam locomotive1 from which demonstrations were given in fruit and vegetable preserving4 ,the ,county of ,nottingham1 ,england1 gave similar demonstrations and in addition gave lectures to mothers on the necessity of taking unusual precautions with reference to the health of babies at this period4 ,it was customary in much of the work in ,england to have an agriculturist go with the teacher and give talks on spraying1 elimination of pests1 and conservation of garden products4 ,one of the greatest services that the domestic-science teacher can render1 whether she labors in rural or in urban fields1 is the organization of canning clubs4 ,the canning club enlists the services of women1 girls1 and even boys4 ,it can be made as much of a social institution as corn husking and barn raising were formerly4 ,but the teacher must1 in most instances1 move out of her domestic-science kitchen with its little gas stoves and quart sauce-pans4 ,in the country district the equipment will be the stove in the village church1 with a wash boiler1 galvanized vat1 washtub1 or other vessel with a well-fitting top1 which can easily be transformed into a home canner by making a false bottom with lifting handles4 ,in a village or small city it may be necessary to beg1 borrow1 or buy the necessary cooking utensils1 and to obtain free use of a vacant store1 asking the local gas company to install1 free of charge1 some gas ranges4 ,the boys will prepare the fruit2 the women and girls will can it or dry it1 as the case may be4 ,to dispose of the product is a simple matter4 ,it may be sold and the proceeds divided4 ,it may be taken to the homes and the expense of producing shared4 ,in the city the domestic-science teacher serving as a leader of the canning club must watch closely the market and buy when the price is right1 particularly when there is a surplus that may otherwise be wasted4 ,it will be a new experience for many domestic-science teachers4 ,it is a rather different proposition from canning a few baskets of strawberries1 cherries1 or currants in a classroom4 ,naturally other containers than glass jars or tumblers will have to be used4 ,in fact1 the canning club after one season of experimentation is likely to resemble1 with its larger and more efficient equipment1 a miniature canning factory4 ,in ,berkeley1 ,california1 the children of the entire city had a ,jar ,day1 when they went out and collected every discarded and undesired jar4 ,these were cleaned and sold and the money was turned into a service fund4 ,many jars1 also1 were filled with surplus vegetable products to be used for the poor in the winter4 ,of course the old drying methods of grandmother's days must be rejuvenated4 ,mr4 ,fred ,p4 ,reagle1 supervisor of manual training in ,montclair1 discovered one of the old-fashioned evaporators and had a large number made up by the boys in his school and passed out to neighboring communities4 ,here is an old home industry which may be revived in the home or the community4 ,mr4 ,reagle1 in describing his evaporator1 writes3 ,i was obliged to build something which could be used anywhere regardless of the availability of steam heat1 electric fans1 or coal4 ,furthermore1 it was necessary to construct from common stock material and to use some stock stove4 ,i hit upon the idea of using a common laundry stove which could burn either wood or coal4 ,i made #bj frames1 covered with galvanized wire1 to hold the fruit4 ,the control of the air circulation was obtained by means of an adjustable sliding door beneath the stove4 ,the heated air passes around and over the stove and through the fresh food products1 taking out the moisture and going out through the adjustable ventilator at the top4 ,the evaporator has a capacity of from #e to #h bushels of fruit and vegetables a day4 ,another activity for domestic-science teachers of more experience will be in the training of cooks for the army1 or1 as the director of the ,school of ,practical ,arts 7,teachers ,college7 believes1 in the training of people to train cooks4 ,the following quotation from a letter written by ,sir ,robert ,blair of ,london to ,superintendent ,maxwell of ,new ,york ,city shows what was done in ,london3 ,in the summer recess1 #aiae1 #bfd of our domestic-science teachers volunteered part of their holidays in order to help in the work of training #bejj soldiers to cook and to meet the ordinary requirements in this line of the private in the field4 ,the ,war ,office drew men from different units from all over ,england and brought them to ,london in two great groups and paid #a_/i a day for the up-keep of the men4 ,the soldiers were billeted in the school buildings and the preparation of their food formed the basis of the cookery instruction4 ,each group was taken for a period of ten days4 ,the ,war ,office was most appreciative of the work done by these domestic-economy instructresses4 ,the ,war ,office did not ask us to repeat this the following summer1 although it was repeated to some extent in other parts of ,england4 ,the ,war ,office1 however1 did ask us to lend them #cj carefully selected teachers of cooking for the purpose of visiting army canteens and giving advice both on cooking and 7what ,i believe is more important7 on quantities used4 ,still another service can be rendered by the cooking teachers1 especially in our large cities and in our industrial villages4 ,this service consists in giving meals to children who are in want4 ,of course at the present moment we see little need for this work1 but the pinch of poverty has come upon ,england1 ,france1 and ,germany1 and our own land may not always be one of plenty4 ,when the need arises1 teachers should be prepared to furnish lunches to the children and possibly even breakfasts1 to say nothing about suppers4 ,the dislocation of many ordinary trades and lines of business1 the taking from the home of the family's means of support1 the increased cost of food and provisions1 and the prevalence of sickness due to neglect may necessitate the feeding of children in school4 ,in ,london the list of children to whom meals were given daily increased rapidly from something like #cb1jjj in ,july1 #aiad1 up to #ge1jjj about the middle of ,september1 #aiad4 ,fortunately1 however1 as trade and industry became better adjusted there was a steady decline in the number of children that were fed1 so that in ,may1 #aiag1 there were only about #ab1jjj--the children then on the list being mainly the children of widows who were forced to go out to work4 ,the number of meals provided per week in the schools of ,england in ,july1 #aiae1 was #bjj1jjj4 ,in a year this number had dropped to #abj1jjj4 ,illustration3 ,,menacing ,,war-,,clouds ,,overshadow ,,our ,,land ,,increase ,,the ,,food ,,supply ,,and ,,keep ,,our ,,men ,,in ,,europe ,illustration3 ,,an ,,army ,,marches ,,on ,,its ,,stomache ,,will ,,you ,,do ,,your ,,bit8 ,good posters have a great influence on civic life at any time4 ,now they are invaluable4 ,war-service posters designed by ,manual ,training ,high ,school boys of ,brooklyn1 ,new ,york4 ,illustration3 ,girls at work2 mothers watching4 ,why should not both work in a community kitchen equipped with evaporators1 large containers1 proper stoves1 and utensils for doing a real piece of work8 ,the drawing departments might well have their students design posters4 ,those designed by ,american illustrators for the first ,liberty ,loan were surprisingly ineffective4 ,only one stood out--that with the reproduction of the ,statue of ,liberty with the accompanying symbol and direct wording4 ,our enlistment posters have been crude1 lacking in psychological appeal as well as in design4 ,it is questionable whether recruiting is aided by a picture showing a naval officer lounging under a palm tree while in the distance a marine is seen standing amid bursting shells on a battleship4 ,there has been and will be an opportunity for students to design posters for ,red ,cross work2 for enlistment as farm cadets2 for enrollment in a home-service unit for girls1 in community canning clubs1 in ,boy ,scout work1 in school1 home1 and community gardening2 for patriotic meetings and a score of other occasions4 ,good posters have an almost incalculable influence on civic life at any time4 ,within the last year there have been held in many cities various competitions in poster work of pupils with such subjects as ,red ,cross1 ,thrift1 ,safety ,first1 ,fire ,prevention1 ,pure ,milk1 and ,liberty ,loan4 ,there is plenty of work for the manual-training teacher4 ,mention has already been made of garden work1 not so much in school gardens1 however1 as in community gardens1 for1 like the canning-club work1 here is a splendid opportunity to bring adults and children together4 ,in a number of small cities in the country where tillable land could be obtained1 the manual-training teachers directed a community-garden project4 ,the boys built the tool house2 the ,boy ,scouts took turns in acting as watchmen2 plots were laid out on a family or individual basis2 seed was purchased in bulk and distributed at cost2 experts1 hired by the day1 plowed and harrowed the ground2 stakes marking the plots were made in the school2 and the manual-training instructors1 or1 as they were termed1 the garden directors1 spent their summer vacation in a useful service4 ,the manual-training teacher may help the ,red ,cross chapter in packing supplies into the boxes which his boys have made4 ,he can be planning the hospital furniture which he may be called upon to make1 as in ,france1 where the boys built furniture for improvised hospitals and installed electric lights4 ,he can be thinking how he shall1 if required1 make hospital-bed racks1 cots1 tables1 and simple reclining chairs4 ,perhaps he may have to supervise1 as have the manual-training teachers in ,england1 the making of hand-grenade bags1 chaff bags1 dummy cartridges for the training of troops1 or sand bags4 ,in a single secondary school in ,bradford1 ,england1 more than #abjj articles--including splints1 crutches1 bed-boards and rests1 screens1 rollers1 trays1 etc4--have been made in the manual-training department in one year4 ,perhaps in the early spring latrines can be designed and built for the farm cadets1 as was done in the ,newton 7,massachusetts7 school1 or shacks for troops1 as was done at ,plattsburg1 ,new ,york1 by the boys from the ,stuyvesant ,high ,school1 ,new ,york ,city4 ,the teacher may have his part to play in giving vocational training to maimed soldiers 7see chapter on ,reducation of the ,disabled71 as all of the instructors in manual-training schools of the ,dominion of ,canada are now doing4 ,a manual-training teacher in ,nashville1 ,tennessee1 ,mr4 ,john ,m4 ,foster1 has his boys make jigsaw puzzles1 checkerboards1 and bandage winders for the use of our soldiers in ,france4 ,during the summer of #aiag he organized a boys' auxiliary of the ,red ,cross1 and the group made packing cases according to official specifications4 ,the organization included a shop foreman1 a timekeeper1 and a stock man4 ,lumber and other materials were contributed by local dealers4 ,perhaps the manual-training instructor will coperate with the teacher of domestic science1 as male strength is needed1 in providing comforts for the soldiers1 such as socks and mufflers made on knitting machines1 and in helping with the packing and crating4 ,in this connection there is another quotation on the work of ,london children3 ,at the end of the first year of the war we began to organize efforts to provide clothing and other necessities for ,belgian and ,serbian children4 ,in a few months the schools were able to furnish #aj1jjj complete kits made to the pattern and color and size supplied by the two embassies4 ,it is reported that the making of these kits was one of the best exercises in planning1 cutting1 and sewing which the schools ever undertook1 and probably nothing has done more to foster the school esprit de corps in the history of municipal schools since their origin1 in #ahgj4 ,in ,france a number of schools1 when the buildings were turned into hospitals1 equipped either the entire hospital or a considerable number of beds at their own expense and by their own work4 ,hospital service was largely organized by these schools4 ,one school would be responsible for the linen1 another for mending1 another for table service1 another for cooking1 and another for sending and receiving packages4 ,a workroom established by the school girls in one of these hospitals had sent to the front in a year and a half #be1ccj packages4 ,one little village school of only #cj pupils in a short period collected #bedb eggs for the wounded soldiers and made socks and mufflers in addition4 ,in another small district each of the schools specialized in some kind of work1 one making up parcels for war prisoners1 another knitting sailors' gloves1 another making clothing for refugees1 and still another providing candles for troops in trenches4 ,a small country school in the ,midlands of ,england1 in addition to weekly contributions of vegetables to the local hospital for wounded soldiers1 has made #bf bed cradles and a dozen crutches1 while the youngest boys have made splints4 ,a report from a northeast-coast district of ,england mentions manual-training centers where bed tables1 toilet tables1 bed rests1 and clinical-chart carriers are made for the local hospital4 ,even the girls have made splints and bed tables4 ,of course hundreds of sand bags have been made in the schools4 ,the report closes with these significant words3 ,the effect of all this work has been most remarkable4 ,even districts where formerly little interest was taken by the children seem suddenly to realize the value of it all4 ,this is what might have been expected1 and what we in ,america may expect when we make our practical-arts work socializing1 useful1 and contributory to some great cause that the children see is worth while4 ,,chapter ,,vi ,,the ,,work ,,impulses ,,of ,,youth ,since ,august1 #aiad1 there have been presented to us new aspects of the relation of children to industry4 ,up to that time the only consideration for those who had the welfare of children at heart was the child himself2 but with the war1 the welfare of the child became tied up with the problem of the welfare of the country and its demands for service on the whole population4 ,the endeavor to adjust these two in nice balance has resulted in experimental legislation or in action without legislation1 both of which have often been of no genuine or lasting benefit to either interest concerned4 ,in ,america1 in the first half of #aiag1 many of our states appeared to be following the lead of ,england in abrogating the compulsory-attendance law1 urging the same reason for permitting children within school age to work in fields and factories4 ,everyone is familiar with the facts presented by farmer and industrial employer4 ,in sections whose activity has been stimulated by the production of war products1 such as ,bridgeport1 ,connecticut1 other industries and mercantile establishments have found it impossible to run as usual owing to the presence of munition plants1 which attract an abnormal number of workers4 ,not only is neighborhood business affected by the presence of war industries1 but the farm shortage is aggravated2 for the supply of intermittent labor1 the kind demanded for berry picking1 harvesting1 and canning1 is not forthcoming when the workers are offered steady employment in munition and textile plants4 ,in #aiag many small canneries were threatened with the prospect of closing and letting the adjacent crops spoil in the fields2 hence their call for schoolboys to assist them in cultivating and harvesting4 ,this resulted in an unprecedented rush of children between #ad and #af to obtain employment certificates1 and a clamor from those below #ad to be allowed to leave school and go to work4 ,with the nation and the state urging farmers and food producers to make every exertion to increase the food supply1 legislatures must render assistance in solving the labor-shortage problem4 ,it need hardly be pointed out that the farmer cannot be expected to plant additional acres unless he is reasonably sure that it will be possible for him to have his acres cultivated and harvested4 ,england as early as ,september #a1 #aiad1 was feeling the shortage created by the numbers of men enlisting1 and every ,local ,education ,authority was being besought by farmers and manufacturers to obtain modifications of the law which1 generally speaking1 held children in school up to #ad years4 ,an order of the ,board of ,education to the ,local ,education ,authority in ,northamptonshire1 answering such a plea1 stated3 ,while the ,board of ,education have no power to give any general directions overriding the ordinary law with regard to school attendance and the employment of children1444a ,local ,education ,authority is under no obligation to take proceedings in respect of nonattendance of a child at school if they are satisfied that there is a reasonable excuse for nonattendance4 ,the reasonable excuse was found in the overpowering clamor of farmers and munition makers who were suffering from lack of workers1 as in ,staffordshire1 where the petition sent to the ,education ,authority by the bolt-and-nut manufacturers at ,darlaston stated that owing to the enlistment of men in various branches of his ,majesty's forces and because of the fact that the firms concerned were largely engaged on work of great urgency for the naval and military services1 it was desirable1 in order to prevent delay in the execution of this work1 that the school-attendance by-laws should be relaxed for the duration of the war so as to permit of the employment of boys over the age of #ac years4#d ,it cannot be stated too strongly that ,england has realized too late the practical impossibility of recovery for school of the children thus released1 and the dangers to the nation of allowing the junior population to go into industry without supervision4 ,there will be introduced into our legislatures in #aiah and later many bills which will parallel ,english action1 and the various states must watch carefully to see that in their zealous attempts to increase food or necessary manufactured supplies they do not create and sanction disastrous conditions for the health and morals of the young4 ,now action in regard to our schools may be of several types4 ,first1 there may be passed laws which abrogate the existing compulsory-attendance law2 such legislation would be that permitting children below compulsory school age to leave school4 ,second1 it is possible to have the existing laws interpreted so as to excuse absence from school1 as in ,north ,dakota1 where the attorney-general in an open letter to school officers1 ,april1 #aiag1 interprets the section of the school law exempting children from school attendance in cases of necessity to apply to children of school age actually engaged in tilling the soil4 ,a third type of action is that which suspends the compulsory-attendance law under certain conditions2 such a law is the so-called ,brown ,bill1 chapter #fhi of the ,laws of #aiag1 ,new ,york legislature1 to which reference will be made later4 ,action may also be taken in regard to shortening or lengthening the established school year1 shifting vacations1 and changing hours of session4 ,for instance1 the ,bureau of ,education at ,washington has suggested keeping school open twelve months1 and this advice may be taken in some localities2 it is possible1 also1 that a continuation of the demand for agricultural labor of students may result in a different allotment of vacations in the apple- and peach-growing sections1 so that students employed in harvesting may lose a minimum of school attendance4 #d ,quoted from correspondence of the ,board of ,education to the ,local ,education ,authority in ,northamptonshire4 ,events moved very rapidly in the spring of #aiag4 ,we were called upon by national and state governments1 by chambers of commerce and boards of trade1 by bankers and railroads1 to raise crops4 ,we were told that ,america must be the pantry for all ,europe and that1 do the best that we might1 we should not do overmuch4 ,obviously1 with such authority back of a movement for increased agricultural production1 it did not take very long for state boards of agriculture and state departments of education to respond1 to say nothing about the propaganda set forth by settlements1 women's clubs1 the ,y4,m4,c4,a41 the ,boy ,scouts1 the ,national ,security ,league1 the ,women's ,patriotic ,service ,league1 and a score of other organizations1 that put a psychological persuasion into the situation which was hard for school authorities and school children to resist4 ,the following data relative to the action of a number of the states were compiled by the ,national ,child ,labor ,committee4 ,in general the data showed no provision made for supervision1 for physical examination1 for wages1 or for definition of passing grade4 ,in some instances there were even no age limitations4 ,california4 ,during continuance of state of war1 state board of education with approval of governor may reduce school term to six months when necessary for the planting or harvesting of crops or for other agricultural or horticultural purposes4 ,indiana4 ,letter from state superintendent of public instruction to county superintendents1 ,april #aj1 #aiag1 saying in part3 ,it is my wish and order that you permit such high-school girls and boys1 and also such eighth-grade girls and boys as may care to engage in ,home ,projects work looking toward the increase of our agricultural output1 to engage in such work and to receive therefor full credit on the school records1 provided this work is done to the satisfaction of the county agent and the county superintendent4 ,plan formulated later by principals and state superintendents for supervising1 certifying1 and accrediting such work did something to stop a general exodus1 but came too late to do much good4 ,illinois4 ,state superintendent wrote to local superintendents1 ,april #aj1 advising that all boys eligible for working certificates be excused from school ,may #a and receive a working certificate upon assurance that they have employment on a farm or in a garden1 credit to be given for work upon guarantee that summer months have been spent in farming or gardening4 ,kansas4 ,state board of education advised local school officials1 ,april #ag1 that it would approve granting a full year's credit to pupils who have passing grade and who find it necessary to withdraw from school before the end of the school year either to enlist in the military service or actually to engage directly in food production4 ,maine4 ,boys #af and over excused from school attendance1 ,june #a to ,october #ca1 for work on farms under supervision of ,y4,m4,c4,a4 official4 7,see chapter on ,farm ,cadets47 ,maryland4 ,superintendent of schools1 ,baltimore ,county1 in open letter to school officials1 ,may #aa1 authorizes the employment on farms of boys and girls who are old enough to be of real productive value4 ,on days when not so employed they are required to attend school4 ,children over #ac who have attended school one hundred days during the year may be employed without permits2 those who have not attended one hundred days must have permits4 ,children under #ac must have a permit1 which should not be issued to a child who is too immature to do work for which the permit is asked4 ,permits issued for twenty days or less may be renewed upon application of parent4 ,similar plan was discussed by state board of education but not approved on ground that it might lead to abrogation of the laws on child-labor and school-attendance4 ,missouri4 ,state superintendent of public schools wrote to local officials ,april #ac1 suggesting that they excuse at once from high school all boys over #ad years of age who will go to farms and work4 ,give them full credit for their year's work at the end of the school year1 with the standing they have at present4 ,have the boy who gets the credit give evidence satisfactory to you as to his work on the farm4 ,include boys who live in the country and boys who will go to the farm to work4 ,extend the same privilege to girls where you deem it advisable4 ,new ,york4 7,referred to later in this chapter47 ,north ,dakota4 ,attorney-general in open letter to school officers1 ,april1 #aiag1 interprets section of school law exempting children from school attendance in cases of necessity to apply to children of school age actually engaged in tilling the soil4 ,state superintendent of schools in open letter to school officials1 ,april1 #aiag1 recommends that schools should not open earlier than ,october #a1 with a spring vacation of four or five weeks1 and that the school be kept open through ,june and ,july when there is less and cheaper farm work to do4 ,this would make available1 and with a minimum loss of school time1 some #ejjj of the older boys at a time when labor is scarce and wages are high4 ,pennsylvania4 ,state board of education1 ,april #ai1 issued circular letter stating that farm and garden work should be considered valid excuse for absence from school1 and for children #ab and over in good standing such work should be credited in lieu of school attendance4 ,new ,jersey4 ,state board of education sent out a circular letter to superintendents and principals in which it was stated that credit towards graduation might be given in place of school work during the time a pupil was actually engaged in farm work as a member of the ,junior ,industrial ,army1 or while called out in the service of the state or of the nation as a member of its organized military forces4 7,boys and girls over fourteen years of age are allowed to enroll in the ,industrial ,army in the agricultural or home-garden or the girls' service division47 ,possibly no great harm was done by the action of these state officials and state boards4 ,yet the action affords food for thought2 and perhaps the best way to bring about reflection is to pass immediately1 without comment1 to a quotation taken from the ,london ,times of ,july #ai1 #aiag1--;a quotation which gives a picture of the end of the road on which some of us in this country started in the spring of #aiag4 ,the reply1 last week1 of ,herbert ,a4 ,l4 ,fisher1 ,minister of ,education1 to a deputation of the ,committee on ,wage-earning ,children was sympathetic and not merely a common-form shelving of the issue4 ,the deputation asked for legislation restricting the labor of school children out of school hours4 ,the extent of the evil was indicated by the deputation1 but it is doubtful if even the educational public know how widespread and deleterious it is4 ,on ,october #e1 #aiae1 we pointed out that nearly half a million children between the ages of #ab and #ad years were receiving no education1 or no education worth having1 and that all of these were at work which led nowhither at the very age when their moral and physical development was at stake4 ,since then the conditions which we condemned have passed from bad to worse4 ,many thousands of children under the age of #ab1 under the ages of even #aj and #aa1 are at work1 and willingly at work1 since the younger the child1 the more readily it responds to the demand for helpfulness4 ,mr4 ,fisher cannot but realize the evil of this exploitation of young children by parents and tradesmen4 ,it is an evil affecting not only the efficiency of school life but our whole economic system4 ,there never was an economic need for this child labor1 and the ,board of ,education admitted in their circular to local authorities last week that there is no economic need in rural districts for such labor even now4 ,this circular was a letter from the ,national ,service ,department and dealt with the pressure on education authorities in rural areas to release boys and girls under #ab for service on the land4 ,the letter definitely states that1 in view of the labor released from the army and the number of women now available1 it would appear that there should be no necessity for such a serious interruption as is contemplated of the education of the nation's children4 ,this should suffice to determine the policy of the rural-education authorities4 ,but the position in towns is even more urgent1 and ,mr4 ,fisher and the government might give additional powers to local authorities to deal with the labor of children in full-time school attendance4 ,it was certainly a mistake in the legislation of #aiac to make it possible for the street trading of such children to receive official recognition4 ,but street trading is not the chief cause of anxiety4 ,another is the employment of little children by shopkeepers and distributing agencies before school1 in the dinner interval1 and after school4 ,the local authorities should be empowered to forbid all employment for wages of children under #ab and to restrict within very narrow limits the employment of children at school under #ad4 ,naturally ,mr4 ,fisher must not overburden or imperil his bill1 or interfere with the labor necessary for the war4 ,he cannot be expected to change the face of ,england in a moment4 ,but he can strike deep without disturbing the organization of society4 ,he can transform from below by ameliorating the conditions of very young children4 ,the country is ready now for changes that seemed ,utopian two years ago4 ,by means of nursery schools the nation is dealing at last with the raw material that is to be the ,england of to-morrow4 ,the same principle should be followed in the case of children between the ages of #f and #ab years4 ,the physical welfare of these children is of the first importance4 ,yet between these ages thousands1 through the carrying of heavy weights and other means of over-strain1 are receiving life-long physical injury4 ,all efforts for educational reform are being balked by their employment4 ,the elaborate scheme of the ,half-,time ,council1 which was reported in our last issue1 depends1 as indeed practically all of the reform schemes and ,mr4 ,fisher's own proposals depend1 on the physical efficiency of the children4 ,the deputation asked that provision should be made for the education of children abnormally employed during the war4 ,out of all the literature which has been put forth on the relationship of children to industry in war time it would appear that ,dr4 ,claxton1 ,united ,states ,commissioner of ,education1 most adequately states the fundamental principles1 in his circular letter to the educational authorities of the country issued in ,june1 #aiag4 ,portions of his letter bear directly upon employment of children in time of war4 ,other portions are closely related to statements in other chapters4 ,it is well worth quoting in full3 ,it is of the utmost importance that there shall be no lowering in the efficiency of our systems of education4 ,schools and other agencies of education must be maintained at whatever necessary cost and against all hurtful interference with their regular work except as may be necessary for the national defense1 which is1 of course1 our immediate task and must be kept constantly in mind and have right of way everywhere and at all times4 ,from the beginning of our participation in the war we should avoid the mistakes which some other countries have made to their hurt and which they are now trying to correct4 ,if the war should be long and severe1 there will be great need in its later days for many young men and women of scientific knowledge1 training1 and skill2 and it may then be much more difficult than it is now to support our schools1 to spare our children and youth from other service1 and to permit them to attend school4 ,therefore no school should close its doors now or shorten its term unnecessarily4 ,all young men and women in college should remain and use their time to the very best advantage1 except such as may find it necessary to leave for immediate profitable employment in some productive occupation or for the acceptance of some position in some branch of the military service1 which position cannot be so well filled by anyone else4 ,all children in the elementary schools and as nearly as possible all high-school pupils should remain in school through the entire session4 ,when the war is over1 whether within a few months or after many years1 there will be such demands upon this country for men and women of scientific knowledge1 technical skill1 and general culture as have never before come to any country4 ,the world must be rebuilt4 ,this country must play a far more important part than it has in the past in agriculture1 manufacturing1 and commerce1 and also in the things of cultural life--art1 literature1 music1 scientific discovery4 ,russia and ,china are awakening to new life and are on the eve of great industrial development4 ,they will ask of us steel1 engines1 and cars for railroads1 agricultural implements1 and machinery for industrial plants4 ,they will also ask for men to install these and to direct much of their development in every line4 ,england1 ,france1 ,italy1 and the central empires have thrown into battle a very large per cent of their educated and trained men1 including most of the young professors and instructors in their universities1 colleges1 and gymnasia1 lyces1 and public schools4 ,their colleges and universities are almost empty4 ,the young men who would under normal conditions be receiving the education and training necessary to prepare them for leadership in the future development of these countries are fighting and dying in the trenches4 ,all these countries must needs go through a long period of reconstruction1 industrially and in many other respects4 ,our own trained men and women should be able and ready to render every possible assistance4 ,it should be remembered that the number of students in our universities1 colleges1 normal schools1 and technical schools is very small as compared with the total number of persons of producing age--little more than one half of #a per cent4 ,the majority of these students are young men and women who are becoming more mature and fit for service4 ,the older of the #fj1jjj1jjj men and women of producing age are growing more unfit and are passing beyond the age of service4 ,it should also be remembered that the more mature the young men who volunteer for service in the army1 the more valuable their services will be4 ,therefore a right conception of patriotism should induce all students who cannot render some immediate service of great value to remain in college1 concentrate their energies on their college work1 and thus be all the more ready and fit when their services may be needed either for war or for the important work of reconstruction and development in our own and other countries when the war shall have ended4 ,all schools1 of whatever grade1 should remain open with their full quota of officers and teachers4 ,the salaries of teachers should not be lowered in this time of unusual high cost of living4 ,when possible1 salaries should be increased in proportion to the services rendered4 ,since the people will be taxed heavily by the federal government for the payment of the expenses of the war1 teachers should be willing to continue to do their work1 and do it as well as they can1 as a patriotic service1 even if their salaries cannot now be increased4 ,all equipment necessary for the best use of the time of teachers and students should be provided1 as should all necessary increase of room1 but costly building should not be undertaken now while the prices of building material are excessively high and while there are urgent and unfilled demands for labor in industries pertaining directly and immediately to the national defense4 ,schools should be continued in full efficiency1 but in most instances costly building may well be postponed4 ,during school hours and out of school1 on mornings1 afternoons1 ,saturdays1 and during vacation all older children and youth should be encouraged and directed to do as much useful productive work as they can without interfering with their more important school duties4 ,this productive work should be so directed as to give it the highest possible value1 both economically and educationally4 ,for children and youth in schools of all grades there will be need of more effective moral training1 and provision should be made for this4 ,while the war for the safety of democracy is in progress1 and when it is over1 there will be greater need for effective machinery for the promotion of intelligent discussion of the principles of democracy and all that pertains to the public welfare of local communities1 counties1 states1 and the nation4 ,to this end every schoolhouse should be made a community center and civic forum with frequent meetings for the discussion of matters of public interest and for social intercourse4 ,one phrase in ,commissioner ,claxton's letter is especially significant4 ,it is ,this productive work should be so directed as to give it the highest possible value1 both economically and educationally4 ,in this whole question of children and industry in war time1 we are brought face to face with several facts4 ,the first is that industry1 both agricultural and manufacturing1 will demand the services of children4 ,second1 that organizations like state and national child-labor committees1 which have fought for the welfare and development of ,american children1 will continue to oppose all attempts to break down the school system through relaxation of the enforcement of compulsory-education laws1 or to break down the labor laws either by giving young children special permits to work or by exempting certain establishments from the laws limiting hours of labor4 ,third1 that the children themselves will desire to work rather than go to school4 ,the comparatively high wages which will exist during a war emergency will call them as can no course of study4 ,fourth1 that families whose earning member or members are off to war1 and who feel in addition the higher cost of living1 will look upon their children as being a possible added source of income4 ,and fifth1 that school authorities will thus stand amidst half a dozen fires4 ,some will back against the wall and say3 ,i don't believe in closing the schools1 ,under no conditions will the child-labor laws in this state be relaxed1 ,the war hysteria makes me enforce child-labor laws more vigorously than ever1 ,children have plenty of time to garden after school4 ,others will1 under pressure1 lose their heads1 and shut their eyes to the fact that children are working illegally4 ,some may seek for a reasonable excuse1 and they can find plenty of such excuses by referring to the action in ,england4 ,still others will go on peacefully without thought or action one way or the other4 ,but the rest1 and it is to be hoped that their numbers are legion1 will try to discover some means of making this emergency count in an educational way4 ,here are some of the factors which enter into the situation4 ,in the first place1 children like to work1 that is1 outside of school1 and these work impulses of youth ought to be organized to contribute to the educative process4 ,it is readily enough granted that they have not been in the past4 ,in fact1 these work impulses have been exploited for private gain4 ,now1 on account of the war1 they are aroused to a high pitch1 and we ought to be able to organize them in connection with the new work opportunities for higher economic efficiency as well as for higher social efficiency4 ,in the second place1 it is doubtful whether we can much longer continue the policy of increasing the regular attendance of youth at school without giving some consideration to the educative value of labor4 ,the educative process taken in its largest sense goes on for twenty-four hours a day4 ,it concerns health1 character1 mental capacity1 citizenship1 and useful work4 ,to most people the educative process merely centers around the schoolhouse1 and such think of education in terms of schooling4 ,to them1 to increase the number of years that youth is obliged to go to school is to increase the number of years given over directly to the educative process4 ,but the child goes to school for about five hours a day for five days in the week for about thirty-six weeks in the year1 and in this time he deals largely with books2 and many find it a reasonable excuse1 because they are going to school and getting an education1 to avoid any useful work4 ,now some kinds of work are wholesome and educative4 ,most farm work comes in the class of useful and profitable employment4 ,when the hours are not too long and the factories and stores are sanitary and the pay is reasonable1 work in these places may be profitable to youth4 ,because this is not always the case is no reason why we should not attempt to make it so4 ,it would seem that educators now occupy a strategic position from which they may exert a tremendous influence in the direction of standardizing the work of juveniles in terms of the deepest social significance1 and a good start in this direction may be made in meeting the war emergency4 ,the subject is so large and the previous discussion of it so limited that we have not very much background on which to work1 and it is not advisable at this time to do more than merely hint at some possible procedures4 ,first1 why not have the rural schools for children up to #ab years of age open early in ,september and close the first of ,august1 and make provision for stopping the school work of the youngest children during the winter months in those parts of the country where it is difficult for them to reach school8 ,why not organize classes in dandelion digging1 berry picking1 currant picking1 and even1 once in a while1 weeding1 by having a series of field and harvesting days under the direction of the school teacher with the coperation of the parents8 ,why not have able-bodied boys in these rural schools released from book work in ,april and remain out of school until the first of ,november1 and then require them to attend school faithfully for six days a week during the rest of the year8 ,why not have the boys between #ad and #af drop out of school in ,june and ,july to pick small fruits and berries and to work in vegetable gardens8 ,under certain conditions1 in regions where such service can be used1--which is not often1--they might stay out in ,september to pick fruits and gather small crops4 ,of course it is to be expected that the answer to all of these questions will be a most emphatic ,no4 ,yet they have not been set up primarily because the farmer tells us that he needs labor1 but rather because it is felt that boys need labor2 that is1 useful labor4 ,second1 why not devise in cities a scheme of part-time education for youths between #ad and #ah years of age who will be needed in the war emergency in factories and stores1 as well as for youths who need useful labor as a part of the educative process8 ,if the war falls heavily upon us in ,america1 we shall find that these children will go anyway4 ,we shall find that the male teachers who teach them will be drafted4 ,we may even find--although it is hoped not--that the school buildings will be taken over for military purposes4 ,but ,i am not thinking particularly of war needs4 ,i am thinking of child needs4 ,england proposes to reintroduce into the school system children who are now abnormally employed in the war4 ,it further proposes to develop out of its war experience1 on a large scale1 the part-time and continuation-school idea4 ,it is reported that in ,france a part-time and continuation-school bill will be introduced in #aiah4 ,now why not take hold of this whole matter of juvenile employment in a constructive way8 ,as long as war is upon us we have better opportunity than ever of passing through the legislature part-time and continuation-school measures4 ,we have at the same time1 out of all the experience of ,england1 every opportunity to formulate laws for the employment of juveniles in a way which will not break down the educative process1 but will rather build it up2 and above everything else we ought to enforce strictly all child-labor and compulsory-education laws which we have on the statute books4 ,we may modify them1 if we will1 to meet war emergencies1 if it appears absolutely necessary1 but better than that1 we may reconstruct them in the interests of the educative value of labor when combined with proper rules and regulations relative to the employment of children4 ,furthermore1 why not find some way of bringing agriculture into the educative process of the city boy8 ,would it not be a good idea to establish country branches for city schools1 providing for the older boys a winter course of study in the science of agriculture1 together with the ordinary academic branches of secondary-school education1 followed in the spring by practice in an agricultural training camp8 ,later on in the season they would go out to work individually or in groups for farmers4 7,see chapter on ,farm ,cadets47 ,the older of these boys would make admirable assistant teachers and supervisors for the younger group of #ad-year-old to #ae-year-old boys who would be sent to these camps after schools had closed4 ,we cannot much longer avoid the question of bringing agriculture to the city boy or1 rather1 taking the city boy to agriculture2 and the past summer's experience with city boys working on farms brought forcibly to our attention the advantages of a closer relationship between city children and country life4 ,mention has been made of the modification in #aiag of the school-attendance law of ,new ,york ,state4 ,three sections of the act by which these modifications were made are quoted in full1 as they represent legislative action as well as discretionary powers of the state educational official4 ,,section #a4 ,the provisions of ,art4 ,,xxiii of the education law1 relative to the compulsory education of children1 may1 in the discretion of the ,commissioner of ,education1 be suspended for the period between the first day of ,april and the first day of ,november of each year1 or any portion thereof1 during the time that this act shall remain in effect1 for the purpose of aiding and performing labor in the cultivation1 production1 and care of food products upon farms and gardens within the state4 ,such suspension shall be subject to such conditions1 restrictions1 and limitations as may be imposed by the ,commissioner of ,education1 and shall be subject to rules and regulations to be prescribed by him4 ,in case of such suspension1 provision shall be made for the welfare and protection of the children affected thereby1 and during the period of such suspension and while engaged in such work1 they shall be under the supervision and direction of the school authorities of the city or district in which they reside4444 ,,section #d4 ,a pupil in the public schools or in any state school or institution who is relieved from school work and is engaged satisfactorily in agricultural service during the present school year shall be given credit for the work of the present term without examination1 on the certificate of the person in charge of such school or institution that his work therein up to the time of engaging in such service is satisfactory4 ,a pupil in such school or institution who engages in such service during the present school year shall not incur any loss of standing or credit on account of such service4 ,all pupils in public schools who are candidates for college-entrance diplomas or other credentials to be issued to them at the close of the present school year shall be granted such diplomas or credentials on the certificate of the principal of the school that their work up to the time of engaging in such service is satisfactory4 ,the ,regents of the ,university shall make rules for the purpose of giving credit to pupils in the public schools who have been in attendance at school during the present school year and who have left the schools for the purpose of rendering agricultural or industrial service4 ,,section #e4 ,the ,commissioner of ,education shall cause appropriate certificates or badges to be prepared and issued to pupils in the schools of the state who shall perform satisfactory agricultural or industrial service under rules and regulations of the ,commissioner of ,education4 ,it will be noted that the compulsory-attendance law was suspended only between certain periods and at the discretion of the ,commissioner of ,education1 and for the sole purpose of permitting children to labor in the cultivation1 production1 and care of food products upon farms and gardens within the state4 ,this bill did not authorize the employment of girls in general domestic service4 ,no provision of the labor law was repealed1 suspended1 or modified1 and the provisions of the labor law relating to the employment of children in canneries or in any factory or mercantile establishment still remain in force4 ,it is true that a bill suspending temporarily in whole or in part1 at the discretion of the ,industrial ,commission1 provisions of the labor law in relation to any employment in the state passed the two legislative bodies1 but this was wisely vetoed by ,governor ,whitman4 ,it will be further noticed that the children thus employed within the dates mentioned are to be under the supervision and direction of the school authorities in the city or district in which such children reside4 ,the ,commissioner of ,education thereupon issued certain regulations relating to children who might be employed within the compulsory school ages4 ,a brief summary follows3 ,boys only1 #ae years of age and above1 residing in cities4 ,boys only1 #ad years of age and above1 residing elsewhere than in a city4 ,girls1 #ad years of age1 and above1 residing outside of cities1 may work at home in the district in which such girls reside1 or at a place sufficiently near such girls' homes as to afford supervision by their parents4 ,no child shall be employed or permitted to work on farms and gardens until such child shall obtain a farm-garden permit4 ,no child shall receive a farm-garden permit who does not present to the issuing officer the written consent of his parent or guardian and who is not found to be physically competent to perform the labor proposed4 ,in the chapter on ,our ,colleges and ,technical ,institutes reference was made to resolutions of the ,board of ,regents and to the fact that the ,state ,education ,department formulated a plan for enlisting and placing high-school boys on the farms1 for directing and supervising the work of such boys1 and for the adjustment of school credits4 ,with this resolution in mind the ,commissioner of ,education sent out1 on ,april #af1 the following letter to all school superintendents and school principals of the state4 ,to meet the present national emergency1 the ,new ,york ,state ,education ,department1 after careful consideration1 issues the following regulations concerning matters that vitally affect the interests of the pupils of the secondary schools of the state4 #a4 ,the ,june ,regents' examinations will be given as previously announced for all pupils who remain regularly in school and also for pupils who may enlist for service and who wish to take the examinations and are situated so that they can do so4 ,for the latter class the time requirement will be waived4 #b4 ,announcement is made to all the schools of the state that any pupil who enlists for military service or who enlists for and renders satisfactory agricultural or industrial service will be credited with the work of the present term without examination on the certificate of the school that his work up to the time of enlistment is satisfactory4 #c4 ,candidates for college-entrance diplomas who are in the graduating class of #aiag will be granted the diploma on certificate of the principal that their work up to the time of enlistment is satisfactory4 ,the average standing will be computed on the basis of the examinations already passed4 #d4 ,appropriate certificates will be prepared to be issued to those pupils in the schools who shall enlist for agricultural or industrial service and who shall present satisfactory evidence of such service4 #e4 ,that all other questions regarding conditions affecting the #aiah high-school class be held in abeyance to await developments4 ,it is believed that principals1 teachers1 and pupils in all secondary schools of the state will appreciate the vital importance of prompt action in the present crisis and that each will esteem it a privilege to do his bit for the common good4 ,as soon as the schoolboys of the state knew of this letter1 they all seemed to hear very suddenly of jobs on farms1 but some1 rather unfortunately1 failed to continue to hear this call when the end of the school year came and they could no longer receive school credit for work on the farm because1 of course1 school had closed4 ,it being likely that there would be the same general tendency for the boys to discover work on farms about the first of ,september when the schools open1 it was thought well to have a clear understanding of the conditions of release of boys for farm work in the fall4 ,of course a great many boys were out of school during ,may and ,june and continued to work all summer on individual farms or in camps with other boys1 but slackers wanted to stop as soon as they received their school credit1 and the same slackers might be just as slack in returning to school1 hence the following letter issued by the ,commissioner of ,education on ,august #aa1 #aiag3 ,to ,superintendents1 ,principals1 and ,boards of ,education3 ,in answer to many inquiries as to releasing boys for farm service this fall1 and in response to the appeal of the ,food ,supply ,commission1 which states the imperative need of such labor as the youth of this state can give in harvesting the crops1 ,i would urge the educational authorities of the state in those sections where the need exists to make all possible provision for the special tuition of those pupils who may1 under the labor laws of the state and the compulsory-education laws1 legally engage in such service4 ,such special instruction1 either after hours or in holiday periods1 may be the special patriotic contribution of some teachers to meet the need which seems at present to demand whatever coperation the school authorities can give4 ,this will be most easily arranged by limiting the enlistments1 as far as possible1 to the upper classes1 and by arranging for work in relays1 so that the period of absences may not be unnecessarily long4 ,we ought not to remit in the slightest our educational requirements and disciplines1 nor take children or youth out of the educational processes1 but we ought to do all that we can1 on the other hand1 to make it possible for the boys of proper age and strength to perform this service when it is of real public necessity4 ,the department1 wishing to coperate to this end1 makes the following determination1 effective until ,november #a1 #aiag3 ,the time of study requirements for admission to the ,regents' examinations1 in ,january and ,june1 #aiah1 may be waived in the case of any pupil who presents evidence that a4 ,he was regularly registered in school at or near the beginning of the term in ,september1 #aiag4 7,boys already at work at a distance from the school may1 with the permission of the local principal1 register by mail47 b4 ,he was released by the principal from school for agricultural service4 c4 ,he was actually and satisfactorily engaged in needed agricultural service while absent from school4 ,this privilege should be interpreted conservatively4 ,school authorities should excuse pupils from this service only where the need is urgent and where it is possible to maintain such supervision that certificate of the facts can be made from certain knowledge4 ,during the summer and fall of #aiag1 schoolboys from ,maine to ,california responded to the nation's call for increased food production4 ,other seasons of scarcity of labor1 with the shortage of farm and garden products and resultant high prices1 are doubtless before us4 ,indeed1 we are told that for five years at least we are to continue to feel the stress of labor shortage due to war and other conditions4 ,the ,united ,states ,boys' ,working ,reserve1 through state councils of defense and state and national departments of labor and agriculture1 will continue to issue proclamations calling upon youth to serve the nation4 ,legislatures will pass or amend laws permitting absences from school for industrial and farm service4 ,state educational officials will issue edicts interpreting legislative action4 ,schools will devise methods of giving school credit for useful service4 ,boys will again leave school to earn and serve4 ,parents will continue to speak with pride of the earning of their lads or complain about their treatment4 ,farmers will recall their first experiences with city boys4 ,everything will center about products1 laws1 rules1 school credits1 and dollars4 ,few of us will think of the deeper significance of what is behind4 ,we shall hardly realize that the law-makers have thought only of a possible increase of acreage under cultivation1 or increased production in factories2 that the farmers and the manufacturers had visions merely of good labor at a low figure2 that the parents saw only an opportunity for a change for the boy2 that the boy had in mind only a spending account and release from school4 ,we shall forget our unscientific experiments1 the light handling and selfish exploitation we have given to that wonderful possession of youth--the work impulses4 ,and the question we should ask ourselves is1 ,what educational justification have we for this service which the boys have rendered8 ,,chapter ,,vii ,,organized ,,boy ,,power ,,vs4 ,,military ,,drill ,the war has already brought about drastic economic changes in ,europe4 ,the recall of men from the trenches to perform a more useful professional and industrial service behind the lines has demonstrated the importance of the supporting civilian army4 ,from the viewpoint of the individual1 nothing can equal the supreme sacrifice of a life4 ,what good1 wailed a ,yiddish woman on the ,east ,side of ,new ,york ,city1 is a free country to me if my ,abie is killed8 ,but in the judgment of the nation the garment worker1 ,abie1 who is drafted into service in the army is of no greater value than his friend the skilled machinist who is allowed to remain in his present occupation4 ,the military exemptions of men in ,european armies1 the adoption of the selective draft in the ,united ,states1 are acknowledgments of the equality of the military and the civilian occupations indispensable to military activity4 ,to include in our educational law such a recognition1 adopting a measure permitting the substitution of types of vocational training for military training1 is but to follow the lead of the national government in declaring such exemptions a military necessity4 ,new ,york ,state has made a beginning in this direction4 ,in #aiaf the legislature enacted the so-called ,welsh-,slater bills1 making military and physical training compulsory in the secondary schools of the state for boys above #af and under #ai years of age4 ,such military training is to aggregate not more than three hours each week between ,september first of each year and ,june fifteenth of the next4 ,the law further provides1 within the limits of appropriation1 for the establishment of military camps with attendance of from two to four weeks4 ,while the operation of these camps and1 indeed1 the introduction of military drill1 have been imperfectly carried out1 owing to the lack of suitable state appropriation to carry on the work on the necessary and large scale for a working-boy and schoolboy population of #bdj1jjj1 it is the intention of the ,military ,training ,commission to insist on the requirements of the law4 ,the law as passed in #aiaf contained a significant clause relative to the excusing of boys exempted by the ,military ,training ,commission4 ,it was felt by the critics of the bill that1 although the law requiring military and physical training was a movement in the right direction1 it left much to be desired4 ,the ambiguous word exemptions is one subject to fine distinctions4 ,furthermore1 it was felt that the law was essentially one of discrimination4 ,the schoolboy of #af to #ai was in an exclusive military class1 set apart1 in his capacity to be trained for national service1 from the employed boy of the same years4 ,it is not easy to justify the selection of the high-school pupils of the state as the only young people who shall be the recipients of military training4 ,the report of the ,new ,jersey commission appointed to study military training in its relation to high schools covers this point admirably4 ,the duty of the common defense is one which belongs properly to all who are physically capable1 and none should be deprived of the opportunity of qualifying himself1 if such opportunity is offered to any1 to perform this duty effectively4 ,it cannot be claimed that the boys of the high schools are exceptional1 and that they are the only ones who can receive this instruction profitably4 ,if there is any advantage in it1 all boys equal in age and physique to high-school boys can receive it with equal probability of profit4 ,if it is claimed that the reason for providing this instruction for the high schools is that the pupils can best afford the time for it1 it must be answered that very many of these derive an income from labor out of school hours which enables them to attend school4 ,these are as worthy of exemption from military instruction as those who leave school because they lack the ambition to continue their education1 or because they are compelled to do so by circumstances4 ,whether this instruction is compulsory or optional with pupils of the high schools1 if required or offered at all1 it should apply to all boys1 out of school as well as in school1 of prescribed ages and strength4 ,military training and service1 if they are necessary1 are obligations of citizenship1 not of education alone4 ,it is difficult to contemplate with satisfaction or even complacency the social cleavage which is bound to result from a system of military instruction which is applied to high-school pupils and not to other boys4 ,to assign or reserve the privilege1 or duty1 or obligation1 however it is regarded1 of preparing to fight for the country to the better-educated class is just as repugnant to democratic ideals as was the practice in days long gone by of leaving it to the nobility4 ,to select high-school pupils for this training is open to the same objection as would be a plan of selecting adults for actual military service solely on the basis of their occupations or professions--a plan which would receive no consideration4 ,military authorities admit that the fundamental aim of every form of military training must be to cultivate physical health and strength4 ,as ,dr4 ,george ,fisher1 secretary of the ,physical ,department1 ,international ,committee1 ,y4,m4,c4,a41 and a member of the ,new ,york ,state ,military ,training ,commission1 puts it1 ,in the training camps in ,england it takes a full year to get the men in condition after they enlist4 ,england's experience in this war indicates that the big problem is not primarily the training of the men on military tactics or drill1 but conditioning the men4 ,therefore the lesson to us should be to discover what methods can best be used to put and keep men in good physical condition4 ,if any evidence of the accuracy of this opinion were needed1 it is necessary only to consult the records of the ,united ,states ,war ,department4 ,the following table shows the number of applicants for enlistment in the ,united ,states army1 furnished by the several recruiting districts1 together with the number accepted or rejected in said districts1 fiscal years ending ,june #cj1 #aiaa to ,june #cj1 #aiae3 ,,accepted ,,rejected ,,total -------------------------------------- ,,number ,,of ,per cent ,per cent ,,applicants ,number of total ,number of total applicants applicants ---------------------------------------- ---------------------------- ,total for five years #gdg1gjd #aeg1jdc #ba #eij1ffa #gi ,in order1 therefore1 that all citizens may be properly trained and prepared to perform effectively all their duties1 no matter what they may be1 we recommend and strongly urge that the necessary steps be taken to provide for all the schools of the state a complete and thorough system of physical training4 ,this system should be compulsory for all pupils1 and should include carefully selected exercises adapted to the different ages of pupils1 and designed to protect their health1 stimulate bodily functions1 and promote physical strength4 ,it should apply to all girls as well as boys4 ,it should aim to prevent bodily abnormalities or deformities1 or to correct them if they are found to exist4 ,it should include personal and community sanitation1 first aid in emergencies1 bandaging1 and all forms of instruction in personal safety4 ,it should encourage outdoor activities4 ,it should provide abundant games for all pupils in which group activities are prominent1 and in which appeal may be made to the spirit of competition4 ,it may include those features of military drill which properly serve the purposes of physical training1 but which must be regarded as subordinate to these purposes4 ,it may even include practice with the miniature or the service rifle1 if such practice is regarded as necessary to develop steadiness of nerve1 bodily control1 and accuracy of sight4 ,in the case of such exercises the educational error does not lie in their use1 but in the exaggerated military purpose which they are made to serve4 ,all the features and exercises of the thorough course of physical training which we recommend should be intimately connected and interrelated1 on the one hand with the moral or character-forming instruction of the schools and on the other with the complete provisions for medical inspection which have already been made compulsory by law4 ,now boy service should be democratic4 ,the exemptions1 whatever they are1 must be made on a basis of the equality of the schoolboy and the boy engaged in wage-earning4 ,a boy should not be excused from his rightful preparedness training because he happens to be employed as a bell boy in a metropolitan hotel4 ,such work is not industrially productive1 nor could any devised system of military equivalents make it a substitution for personal contribution to national preparedness4 ,in the spring of #aiag the legislature amended the law to include all boys--a drafting of the boy power of the state in much the same way that the ,european nations in conflict make provisions for the full utilization of man power4 ,an additional amendment1 as stated in chapter #di1 ,laws of #aiag1 reads3 ,such requirement as to military training may1 in the discretion of the commission1 be met in part by such vocational training or vocational experience as will1 in the opinion of the commission1 specifically prepare boys of the ages named for service useful to the state1 in the maintenance of defense1 in the promotion of public safety1 in the conservation and development of the state's resources1 or in the construction and maintenance of public improvement4 ,the commission was given power to establish a bureau of vocational training4 ,this1 through careful inspection of the work of boys of the ages named in industrial1 commercial1 and agricultural pursuits1 will determine the types of vocational training or vocational experience which1 in the opinion of the commission1 specifically prepare boys for service useful to the state4 ,such a bureau would1 under normal conditions1 appoint a few inspectors and investigators to study conditions in order that carefully laid plans might be made for carrying out the provisions of the amendment4 ,but war emergency in the matter of food supply gave the ,military ,training ,commission an opportunity to organize at short notice one branch of military-equivalent service1 that is1 the farm-cadet unit1 and it extended an offer of assistance to the ,food ,supply ,commission to organize farm-cadet bureaus in each of the six military zones of the state4 ,through these the ,military ,training ,commission has been useful in placing boys upon farms1 and in following up such farm service with a view not only to determining its merit as an equivalent or partial equivalent for military service but also 7with the coperation of church and business organizations1 the ,y4,m4,c4,a41 and the ,boy ,scouts7 to giving the task which these boys have been doing on the farms its proper place in relation to the physical1 mental1 and social ideals which lie outside the hard and often unfamiliar round of field work4 ,important as this farm-cadet service has been in the matter of looking toward increased production1 a more significant work to be developed by the ,bureau of ,vocational ,training is that of interpreting the spirit and purpose of the amendment already referred to1 which states that provisions for the military-training requirement may be met in part by certain types of vocational training or vocational experience4 ,the whole program of physical1 military1 and vocational training is most significant1 wholesome1 and far-reaching4 ,it is a program of universal training which will be serviceable for war and peace alike--a program which will require every boy to prepare himself to offer some service in case of need1 and which stamps that service as equally patriotic with the narrower military service in which most of the world's supreme valors have been recorded4 ,as ,john ,finley1 ,commissioner of ,education in ,new ,york ,state and one of the members of its ,military ,training ,commission1 puts it3 ,in this amended law we have a program providing1 on the one hand1 for the defensive training of the soldier and1 on the other hand1 for the effective mobilization of the resources of the nation in training boys for vocations--which training of itself exalts and identifies as patriotic service all the effective activities of our everyday life4 ,it is a constructive provision for what would have to be done otherwise in time of need through exemptions4 ,england has had to reach such a program through an exempting provision in her plan of coperative service4 ,france has had to come to it by taking men from the front for service behind the lines4 ,germany is finding it necessary1 in the midst of war1 to organize her entire man power4 ,it is most important that this vocational training or experience should be conscious service4 ,the boy who offers it must clearly understand why it is accepted in part for the required military drill4 ,to fail to inform him is to take from his military equivalent the educational value given it by the law4 ,dr4 ,finley1 in his inimitable way1 expresses this conscious service as it might apply to an adult loyal citizenship3 ,i make this idea graphic to myself by thinking that every man has an imaginary uniform 7as every ,german soldier and ,french soldier had in waiting his green-gray or his blue and red uniform71 an imaginary uniform of his own measurements always in readiness in home or shop or office or in some public locker1 that he may don at call of his community1 state1 or nation1 or perhaps at world need1 when under compulsion he goes to vote1 to pay his taxes1 to fight against dishonesty1 inefficiency1 or waste1 to inform himself upon public questions1 or upon his public duties1 just as one studies tactics in order to help in his country's defense1 or goes to school as an alien to learn the language and institutions of a new land1 or joins his neighbors in promoting the health of his community1 in conserving resources1 in securing means of healthful recreation for children and youth1 in improving the highways--when1 in short1 he performs any one of a hundred offices that are required of him as an efficient unit in an organized society4 ,those who oppose military training in the schools will be less critical of its requirements when they are open to the broader interpretation suggested in the amendment of #aiag4 ,those to whom the thought of training the young in the carrying of arms is repugnant may here see the educative value of universal service4 ,early in the war ,germany discovered that the relation of industrial to military service is #b4g per cent2 that is1 to keep one man in the field1 nearly three men must work in those occupations1 industrial and agricultural1 which support the nation at war4#e ,it is the work of the ,new ,york ,military ,training ,commission to select as a partial military equivalent such vocational training or vocational experience as will1 in the present or in the future1 serve the nation4 ,what shall the nature of this work be8 ,the decision is to be left to the state ,military ,training ,commission4 ,it is easy to weed out those occupations which have no national productive or defensive value1 but there will be difficulty in selecting those vocations which may or may not be military equivalents1 which under war conditions may belong to the work of an industrial or agricultural army1 when in peace they seem entirely separate from national service4 ,such an occupation is that of a junior telegraph operator1 which is not of a productive nature1 and yet a very necessary factor in war equipment4 ,the case of a printer's apprentice is less equivocal4 ,only in rare cases could his work be accepted as a partial substitute for the required service4 #e ,authorities differ widely2 some even state that the ratio is now as high as one to eight4 ,the problem is not to separate the useful from the useless occupations1 but to discriminate between those which may be called upon to serve the state and those which have value only to the individual4 ,all the productive and useful occupations are not socialized2 and in selecting those which are partial equivalents for the required military drill1 we have to make a distinction which has not been hitherto considered in economic classification of occupations4 ,to ,ruskin's generation his suggestion that ,oxford and ,cambridge undergraduates should serve short periods as builders of roads for the empire seemed little short of fantastic4 ,and yet the turn of time may even bring about the confirmation of this anomaly4 ,there is a parallel between the economic substitution for military drill and what ,william ,james in an astonishingly pertinent essay written in #aiaj calls the ,moral ,equivalent of ,war4 ,if there were1 instead of military conscription1 a conscription of the whole youthful population to form for a certain number of years a part of the army enlisted against ,nature1444the military ideals of hardihood and discipline would be wrought into the growing fiber of the people4444 ,to coal and iron mines1 to freight trains1 to fishing fleets in ,december1 to dishwashing1 clothes-washing and window-washing1 to road-building and tunnel-making1 to foundries and stokeholes1 and to the frames of skyscrapers1 would our gilded youths be drafted off1 according to their choice1 to get the childishness knocked out of them1 and to come back into society with healthier sympathies and soberer ideas4444 ,such a conscription1 with the state of public opinion that would have required it1 and the many moral fruits it would bear1 would preserve in the midst of a pacific civilization the manly virtues which the military party is so afraid of seeing disappear in peace4 ,illustration3 ,a farm camp is not merely a recreational camp1 although it may re-create the city youth in terms of country life4 ,a group of ,long ,island ,food ,reserve ,battalion boys with the working impulse strong4 ,illustration3 ,even hoeing requires special training and was one activity in the pre-vocational course in agriculture given at the concentration and training camp for ,junior ,volunteers of ,maine4 ,illustration3 ,instruction in mechanics1 electricity1 friction1 heat1 horsepower1 etc4 nowadays centers about an automobile4 ,this work at ,wentworth ,institute 7,boston1 ,massachusetts7 has a military-equivalent value4 ,illustration3 ,to learn a trade in an essential industry is to enlist in national preparedness4 ,a corner of a ,buffalo 7,new ,york7 vocational school1 teaching plumbing and steam fitting4 ,liberty ,hyde ,bailey1 author and farmer1 formerly director of the ,new ,york ,state ,college of ,agriculture1 in a chapter of a recent book on ,universal ,service expresses in concrete terms a similar thought from the angle of the open country4 ,not of all persons will be required the same duty4 ,what one is1 that shall one give4 ,society will learn of every man and woman what these gifts may be4 ,some day it will be expected that every able person will report himself1 at determined occasions1 for definite service1 without pay1 in one or more of the following privileges1 and other privileges1 under orderly management and recognized public authority3 #a4 ,to clean up the earth and to keep it sweet1--streets1 roads1 paths1 byways1 vacant lots1 stream banks1 woods1 fields1 and all open1 or public1 properties and public works4 ,the clean-up days now becoming popular are the beginnings4 ,of course this does not mean that the work of street-cleaning departments and the like is to be taken over or interfered with2 but there are times for special house cleaning4 ,if every person felt it devolving on him to help in keeping the earth decent1 he would be likely to exercise a proper restraint in befouling it2 and as charity begins at home1 so should his restraint begin on his own premises1 even extending to the parts out of sight of the public4 #b4 ,to take part in the construction of halls and premises for community activities4 #c4 ,to aid in the making of beautiful and public places accessible and to protect them4 ,every community with a rural environment1 and practically every small city1 has a near-by area that could be reserved and opened by coperative action of the people1--days set aside when paths should be made1 bridges built1 retreats discovered1 trees and streams put in shape1 insects destroyed4 ,such reservations are not really public until the people volunteer to help in them4 ,the farther places1 the real backgrounds of the race1 will some day be opened as well as reserved1 and made of much use to very many people besides casual visitors and sight-seers4 ,we shall learn how to project whole counties and cities1 and even larger units1 into the making and keeping of them in a way that is not yet visioned4 ,this can be accomplished as easily as armies can be sent into the field1 but it will require a type of organization at which we have not yet arrived4 ,it will be worth while to develop public-service armies4 #d4 ,to demand the freedom of the earth for its inhabitants1 under proper recognition of vested rights4 ,the conception of the freedom of the sea has had an interesting evolution1--the escape from the old sea fear1 the long years of piracy1 the buccaneers1 letters of marque and reprisal1 treaty ports1 smuggling1 and all the rest2 finally has come the demand of equal opportunities for all and the open door4 ,we must have the open door to fields and shores1 to commanding hills that should not be exclusive property2 find trails and walks and avenues to places the people ought to know4 ,all this requires exploration1 tramps far and near1 maps1 propaganda4 ,all scenic parts will be marked4 ,the public shall know all good places4 #e4 ,to protect the products of the earth2 and to protect the earth itself4 ,the products to which ,i now refer are those not the property of individuals1--the birds1 the beasts1 the fish1 the vegetation4 ,the bird sanctuaries now so well accepted are good beginnings1 as also the wild-flower preservation societies1 the nature-study groups1 and many others2 but the individual is not yet sufficiently impressed with this feeling in his own action4 ,to protect the earth is to save its fertility4 ,this is the fundamental conservation4 ,not all persons can participate here1 but every citizen can be mindful of the necessity of it and aid in creating public sentiment4 ,i wait for the coming together of new organizations or societies that shall have for their purpose the conservation of fertility4 ,these will be much more than agricultural and rural organizations1 and their work need not be technical or occupational4 ,they may include all persons1 and the discussions and interests may run the range of man's relation to land4 ,to leave his piece of earth more productive than when he took it is the obligation of the good farmer1 for there are constantly more persons to be supported4 ,in the large sense every one of us is a farmer1 for the keeping of the earth is given to the human race4 ,we begin to understand vaguely what relation the good keeping of the land bears to national questions4 #f4 ,to keep the public health1--to protect it by keeping one's body well1 by taking care to commit no nuisance1 to contaminate no source of public infection1 and to lend one's self to participate in the correcting of abuses4 ,to be physically fit and uncomplaining is a public duty4 ,maybe we shall find ways to demand physical training of the people as effective as that afforded by military training but without its sinister intentions4 ,society will take over unto itself the oversight not only of physical training and of providing that children shall be well born but also more and more the oversight of the treatment of disease1 as a public necessity4 ,we shall train the sound to care for the unsound4 #g4 ,to come with personal succor as well as with money and goods in time of flood and disaster1 to visit the sick and the afflicted1 to relieve the poor and unfortunate4 ,we shall learn how to organize the vast resources in men and women who are willing but do not know how1 who are undiscovered and untrained1 yet who could be shaped into a great army of assistance4 #h4 ,to respond promptly to the call of societies or groups that act in the public interest2 to participate in the many neighborhood coperations4 ,as an illustration of the manner in which a military equivalent may be determined1 an illustration has been taken from some agricultural activities4 ,before considering the military equivalent in farm work it is necessary to give a brief description of the basis upon which the ,military ,training ,commission will probably work in this matter4 ,the basis1 in brief1 is the man work unit idea as developed by ,dr4 ,george ,f4 ,warren1 ,professor of ,farm ,management1 ,new ,york ,state ,college of ,agriculture4 ,a man work unit is the average amount of work accomplished by a man in ten hours4 ,a horse work unit is the average amount of work accomplished by a horse in ten hours4 ,for ,new ,york conditions1 an acre of the following crops represents the man and horse units indicated below4 ,in a majority of cases the numbers which follow are based upon cost accounts4 ,in some instances1 where data were limited1 the results are more or less an estimate4 ,,man ,,units ,,horse ,,units ,,crops ---------------------------------------- -------------------------- #f #f ,corn for grain husked from shock 7,new ,york method7 #c #e ,corn for grain husked from standing stalks 7,western method7 #e #f ,corn for silage #c #e ,fodder corn #f #f ,sweet corn #aj #aj ,potatoes #d #e ,field beans #aj #aj ,cabbage #bj #g ,tobacco #ej #h ,hops #ae #ab ,roots 7field beets1 mangels1 etc47 #b #c ,buckwheat1 oats1 barley1 wheat1 spelt1 rye1 field peas1 and mixtures of these #a #a ,hay for cutting1 alfalfa1 clover1 timothy #b #c ,oat hay1 millet1 and other grains cured for hay #ae #e ,apples1 bearing1 when cared for in a commercial way #c #a ,apples1 bearing1 when little or no care is given #ae #e ,other tree fruits1 bearing #b #a ,fruit not of bearing age #bj #e ,berries #c #e ,peas for canning factory #a #a ,seeds 7alfalfa1 clover1 timothy7 #c #e ,sorghum #ab #f ,cotton #aj to #ce #b to #aj ,truck crops ,for live stock listed below1 the man units and horse units are as indicated4 ,,man ,,units ,,horse ,,units ,,live ,,stock 7,basis of ,one7 ---------------------------------------- ----------------------------- #ae #b ,cows1 ordinary dairy 7majority grades7 #bj #b ,cows1 pure-bred dairy 7majority pure-bred7 #ae #ae ,to be added per cow when milk is retailed #b #j4a ,heifers1 calves1 bulls1 steers1 and colts when running loose #b #j4a ,steers or other cattle1 fattened or only wintered #j4e #j4je ,breeding ewes and bucks 7covers work on lambs7 ---------------------------------------- ----------------------------- #j4b #j4jb ,other sheep or lambs1 fattened or only wintered #c #j4je ,brood sows 7covers work on pigs till weaned7 #j4e #j4a ,boars #j4e #j4a ,other hogs raised during the year #j4ae #j4jb ,hens and other poultry #j4ae #j4jb ,pullets1 etc41 raised during the year 7covers work on cockerels7 #a4j #j4je ,bees1 per hive #f #j4j ,day-old chicks per #ajjj ,in order to interpret the man-work-unit idea in terms of the military requirements of ,new ,york ,state that #af-year-1 #ag-year-1 and #ah-year-old boys are to participate in such military training or as a partial equivalent may offer farm experience or farm training1 it is necessary to translate the number of hours required for such military instruction into crop values or1 to use the term already understood1 man work units4 ,since there are #bhh days or #da4a weeks in the required military-training period 7,september first to the fifteenth day of ,june next ensuing71 a boy must drill #abc4c hours4 ,this represents on the average #ab4cc man work units4 ,for example1 if a boy grows #a4b acres of potatoes or takes entire charge of 4#f acres of berries1 including cultivation1 picking1 marketing1 etc41 for a period of one year1 he has spent in productive agricultural work the number of hours required for military drill4 ,,man ,,units ,,military ,,equivalent ---------------------------------------- -------------------------------- #f #b4je acres corn for grain husked from shock 7,new ,york method7 #e #b4df acres corn for silage #f #b4je acres sweet corn #aj #a4bcc acres potatoes #d #c4jh acres field beans #aj #a4bcc acres cabbage #bj 4#faf acres tobacco #ej 4#bdf acres hops #ae 4#hbb acres roots 7field beets1 mangels1 etc47 #b #f4af acres buckwheat1 oats1 barley1 wheat1 spelt1 rye 7field peas and mixtures of these7 #a #ab4cc acres hay per cutting 7alfalfa1 clover1 timothy7 #b #f4af acres oat hay1 millet1 and other grains cured for hay #ae 4#hbb acres apples1 bearing1 when cared for in commercial way #c #d4aa acres apples1 bearing1 when little or no care is given #ae 4#hbb acres other tree fruits1 bearing #b #f4af acres fruit not of bearing age #bj 4#faf acres berries #c #d4aa acres peas for canning factory #a #ab4cc acres seed 7alfalfa1 clover1 timothy7 #c #d4aa acres sorghum #aj to #ce #a4bcc aces truck crops ,in the case of live stock a boy can do all the man work necessary in caring for #f heifers or #hb hens or approximately one ordinary cow in the time which another boy may be giving to military training4 ,the exact military equivalents are shown in the second column4 ,,man ,,units ,,military ,,equivalent ---------------------------------------- ----------------------------- #ae 4#hb cows1 ordinary dairy 7majority grades7 #bj 4#faf cows1 pure-bred dairy 7majority pure-bred7 #b #f4af heifer1 calves1 bulls1 steers1 and colts #b #f4af steers or other cattle1 fattened or only wintered #j4e #bd4ff breeding ewes and bucks 7covers work on lambs7 #j4b #fa4f other sheep or lambs1 fattened or only wintered #c #d4aa brood sows 7covers work on pigs till weaned7 #j4e #bd4ff other hogs raised during year #j4e #bd4ff boars #j4ae #hb hens and other poultry #j4ae #hb pullets1 etc1 raised during the year 7covers work on cockerels7 #j4c #da4a hives of bees #f #b4je thousand day-old chicks ,military equivalents as related to farm training or farm experience appear to be much easier to develop than those concerning mechanical training and experience1 especially where the work of #af-year-old to #ai-year-old boys is concerned4 ,at the present writing there seems to be on the part of the public no very clear understanding of the government's policy relative to exemption for persons who are performing industrial and farm service4 ,if it is difficult to determine an exemption policy for drafted men1 it is very evident that when boys of #af1 #ag1 and #ah years of age have become industrial drifters and have not decided upon a vocational career1 the determination of a military-equivalent policy for them is a problem much harder of solution4 ,again1 a study of boys' occupations reveals the fact that only a very small proportion of those above the age of #af years and not over the age of #ai years who are at work in our cities are engaged in occupations that will specifically prepare them for service that has productive or defensive value4 ,under the auspices of the ,committee on ,vocational ,help to ,minors the ,bureau of ,attendance of ,new ,york ,city made an extended survey1 during the summer of #aiae1 of #ejjj children who had left school between the ages of #ad and #af and entered industry4 ,because of the vast amount of labor involved in tabulating the data that were collected1 a random sampling was made of #aej boys and the same number of girls from each of #e attendance districts4 ,the #e districts were selected to represent as nearly as possible the general character of the city4 ,each of these #aejj cases1 #gej boys and #gej girls1 was given a key number so that when the information was tabulated it would be possible to identify each case and verify the information4 ,of the #gej boys #edf were within the ages designated by this statute1 #ahh were under #af years of age and #af of the boys were #ai years old4 ,half of the boys were either errand-messengers1 clerks1 or office boys4 ,there were #bac in the errand-messenger service1 #ajg clerks1 and #ee office boys4 ,another #ajj were either stock boys1 wagon boys1 or packers and wrappers4 ,the largest trade group was made up of #ad boys who were classed as machinists' apprentices1 and the second largest trade group1 that of electricians1 had but #e boys4 ,the departments in which these #gej boys were working indicate the nature of the employment4 ,there were #bfe in offices1 #acd in the shop departments of factories1 #afe in shipping and delivery departments1 #ib in salesrooms1 #ce in stock rooms1 #ca in other departments1 and #bh cases where the investigator had failed to secure this information4 ,a careful study of the work done by each of the #gej boys resulted in the selection of #cb who seemed to be doing work that might give them the specific training indicated as essential4 ,the result of this study can be summarized under the headings of the trades the boys were learning4 ,blacksmith4 ,the one boy apprenticed to this trade had been working in the shop for seventeen months1 was earning #ac a week1 and was perfectly satisfied with his work4 ,so he was likely to continue until he learned the trade4 ,brass worker4 ,of the two boys of this group1 one had served twelve months and the other twenty-four months at the trade4 ,they earned respectively #e and #f4ej a week and both intended to remain at the trade until it was learned4 ,carpenter4 ,there were two boys serving as carpenter's helpers4 ,with one it was simply a temporary position4 ,the other had been working at the trade for a year1 and although he was receiving but #d a week1 he intended to remain at the trade4 ,electrician4 ,three of the five boys working at this trade had been employed for over eighteen months as electricians' helpers4 ,the other two had had four months and two months respectively of such experience4 ,the five all expressed a determination to remain long enough to learn the trade4 ,ship fitter4 ,the one boy in this group1 although out of school over a year1 had been working at the navy yard but two months4 ,locksmith4 ,with only ten days' experience this boy was ready to quit4 ,machinist4 ,the average time spent by the #ad boys classified as machinists was less than three and one-half months1 and not one of the group had worked as long as a year4 ,three were running drill presses1 #a was cleaning the wheels and pipes of a feather-bone machine1 #b were not employed4 ,most of these were dissatisfied and looking for other work4 ,a boy who had been working eleven months on a screwing machine1 #a who had worked nine months repairing autos1 and #a who had worked eight months as a machinist's helper--#c out of the #ad--;had worked long enough at the trade to know that they liked it1 and expressed the intention of learning the trade4 ,plumber4 ,three of the four boys classified as plumbers' helpers had worked over a year and a half at the trade1 liked the work1 and expected to follow it4 ,the fourth boy was using it as a temporary job4 ,solderer4 ,the one boy in this line was dissatisfied with the job and with his pay4 ,sheet-metal worker4 ,the one boy serving as a tin-roofer's helper had worked for the firm for a year and was perfectly satisfied with all conditions4 ,there seem to be #ad of the #gej boys who had been working long enough at a trade and were sufficiently pleased with the prospects for the future to make one safe in saying that they would probably complete their apprenticeship--although this conclusion may not be justified4 ,these #ad were distributed as follows3 ,blacksmith #a ,brass worker #b ,carpenter #a ,electrician #c ,machinist #c ,plumber #c ,sheet-metal worker #a --- ,total #ad ,this study of ,mr4 ,chatfield's shows that not only were very few of the boys between the ages of #af and #ai receiving vocational experience that would train them to be useful to the state in the maintenance of defense or in the other interests of the state as outlined in the bill1 but also boys of these ages are likely to change their work rather frequently4 ,there were #ahd of these #gej boys who had been out of school between three and four years when this study was made4 ,of these #ahd boys #da were still working at the job they first had when they left school1 #dg were on the second job1 #da were on the third job1 and #ac had made eight or more changes4 ,i know of no study which more clearly points out the blind alleyness of the employment of children4 ,however1 some of us1 including ,dr4 ,david ,snedden of ,columbia ,university1 feel that a better term than blind-alley occupations would be occupations involving juvenile employment4 ,to us the evil of errand-messenger1 clerk1 or office-boy service is not that boys wander into or are thrust into a line of work which may be a blind alley1 but rather that no provision is made in the public-school system for giving the boys a short preparatory training helpful to them in this temporary service1 and that no training which would help them to get out of such work is given them in the office1 store1 or factory4 ,if society would frankly recognize that there are juvenile employments and that boys might well work in them while they are juveniles and yet be trained through such work1 and apart from such work in continuation schools1 to discover themselves and to prepare themselves for other work1 we might develop a constructive educational program4 ,this study certainly shows the waste of the boy power of the state and proves conclusively that there is need for the state to grapple consciously with the problem of conserving its youth2 and when one reads this summary of an accurate and previously unpublished report1 one is led to believe that ,william ,james1 ,john ,dewey1 ,liberty ,hyde ,bailey1 and ,john ,finley are right in their contention that there should be a mobilization of the boy force of the state looking toward conservation of the boy power that it may lead into training for skilled work1 into citizenship1 into sturdy health1 and into right living4 ,,chapter ,,viii ,,red ,,cross ,,and ,,other ,,community ,,work ,thoughtful people are becoming disposed to criticize the present methods employed in many of our sewing1 cooking1 and millinery classes4 ,it is felt that the girls in these classes1 through the work which they do1 think of themselves first1 last1 and all the time4 ,they spend time on embroidery to cater further to decorative instincts long established by custom without much thought as to artistic values4 ,they spend half a year making graduation dresses which they may wear before admiring parents4 ,they copy the latest fashion in hats without thought as to utility or beauty4 ,they knit feathery neck pieces and neglect stocking darning4 ,they laboriously sew by hand articles which had better be made on a machine4 ,our girls must learn to think of others than themselves4 ,their sewing and millinery must get away from the individual-problem idea4 ,of course girls must learn to sew by hand1 especially when the home in these days teaches so little in the way of hand sewing4 ,but after they have learned to sew by hand1 they should not continue to use hand sewing on work that should be done on a sewing machine4 ,of course it is wise to train girls to make some of their own clothing1 but to make this clothing without regard to study of textiles or adaptation to personal needs or the eternal fitness of things is not in accord with the educational purpose of our schools1 which is to train personal character as well as to develop skill in domestic arts4 ,when the family hosiery needs darning1 and the small children of the family need clothes1 and the schoolgirl needs a middy blouse or a school uniform1 it is unwise to spend so much energy on continuing a type of domestic art which lacks the socialized appeal necessary to conform with modern social needs and modern industrial methods4 ,the teachers of household arts are beginning to see the need for reform4 ,many are bringing into the school life such problems as the mending and darning of the family clothes2 cooking school luncheons2 managing day nurseries for babies of working mothers2 making table and bed linen for hospitals2 making jams and jellies for charitable societies4 ,such teachers have welcomed the opportunity offered by the present war to forward the new idea of socializing domestic-arts work4 ,they have been impatient of the dilettante work which they formerly did when their girls practically wasted hours of school time in making things which could be bought for less than the cost of materials1 to say nothing about the cost of time of the girls themselves1 who are in school but a few years at best--years when they should be receiving instruction in subjects which have real training values4 ,these progressive teachers have desired that their girls develop more speed2 that they receive training helpful in meeting the actual trade conditions in dressmaking and millinery shops2 that they learn to work together on some common problem which all may see is worth while and for a purpose which is larger than themselves4 ,red ,cross work has given these teachers the opportunity which they sought4 ,they believe that the ,red ,cross work during the war may easily be converted into community work after the war is over4 ,hospitals1 charity organizations1 orphan asylums1 and homes are always with us4 ,the great appeal now1 obviously1 is ,red ,cross work4 ,the permanent appeal is always the need of the home and the community4 ,an activity which has been very general throughout the country1 as well as in ,france and ,england1 has been the voluntary contribution of the work of women's organizations to the ,red ,cross ,society4 ,the making of hospital supplies belongs more peculiarly to women than do many forms of war work1 and it is easily incorporated into the sewing courses of our elementary and secondary schools4 ,a feature that makes it especially adaptable to schools is the standardization by the present business manager1 under whose direction blue prints1 photographs1 and written and pictured specifications have been prepared4 ,those of us who are interested in the methods employed in vocational schools to turn out standard products appreciate the benefit to the girl of learning to work from well-planned directions and of turning out a product exactly corresponding to specifications4 ,it is believed that this manner of doing the work holds an educational value which entitles it to a place in the sewing course of every school4 ,both technique and speed elements are necessary for the condition of need which the ,red ,cross is meeting4 ,as pupils are called upon to respond to this demand for quantities of garments and hospital supplies1 as well as for accurately made articles1 they will become trained in speed and accuracy while rendering a distinct service to their country4 ,in the state of ,new ,york about #cjjj girls in sewing classes began work for the ,red ,cross on ,march #a1 #aiag1 under the direction of ,anna ,hedges ,talbot1 state specialist in girls' vocational work2 the work being done voluntarily by both schools and pupils4 ,to obtain materials1 arrangements were first made with local ,red ,cross chapters2 but in many places the lack of a chapter or its lack of funds prevented the coperation with the schools1 and material was supplied by liberal contributions from women's clubs1 which realized the necessity of making use of the offer of the girls' services1 thus causing more work to be turned into ,red ,cross channels than would have been possible without this financial aid4 ,in organizing the work the various localities sent an authorized school person1 generally the teacher of household arts1 to confer with the ,red ,cross people as to what articles were needed and how they should be made1 and to bring back to the school written specifications1 paper patterns1 and models4 ,in many places the teachers took a course of instruction under some ,red ,cross nurse specifically qualified to give sewing instruction4 ,in this careful way the schools proceeded1 and within six weeks returned reports to the ,state ,education ,department showing that every kind of article which was needed1 from the simplest surgical dressings to the most carefully finished surgeon's gown1 had been made by about #cjjj girls working on an average of one or two hours a week during their regular school time4 ,that none of this work had to be ripped or done over when it reached the ,red ,cross headquarters reflects credit on both girls and instructors4 ,one comparatively small sewing class in the vocational school at ,mount ,vernon1 ,new ,york1 filled a box for the ,belgian ,relief1 according to ,red ,cross specifications1 as follows3 #ah hot-water-bag covers #ed sheets #cf pillow cases #bg wash cloths #bg pairs of pajamas #cf hospital-bed sheets #i pairs slippers #i convalescent gowns #cf pairs socks #ah pairs bed socks #ah bath towels #cf face towels ,in addition this class shipped in a few months over #bjjj separate articles to ,red ,cross headquarters2 as1 for example1 #ge children's dresses #adi tampon bags #bbd baby bootees #bai ward shoes #gf hospital nightshirts #fb crocheted trench caps #eig slings #ai petticoats #ad chemises #djc body bandages #db eye bandages #cgc bathing suits #ab air cushions #gg pneumonia jackets #ej bath towels ,all the schools of the state inquired if they might go on with this work when the schools opened in ,september4 ,schools which were not able to do the work in the spring were ready to begin on the first day of school in the fall4 ,the work1 however1 has hitherto been neglected except in the curriculum of schools which have vocational courses1 so that only girls electing domestic arts have had the opportunity of doing it as a part of their school program1 but there is no reason why it should be limited to these girls4 ,those who are taking academic courses in high schools--and they greatly outnumber the vocational students--should have a chance to render service through the schools4 ,in this connection it is well to say that the burden of doing productive work in war service should not be limited entirely to students in vocational courses4 ,it will be a mistake to throw the burden of useful service upon a special group and in this way help develop the notion that those who take classical courses have nothing to do but look on1 while those in vocational courses are to do the work4 ,voluntary after-school clubs were organized in a great many schools1 but no voluntary work can be systematized or directed so well as courses incorporated in the curriculum1 and it is suggested to the schools of the country that special ,red ,cross courses be offered and that all girls be expected to devote a few hours a week to the work4 ,the following quotation from douard ,petit's book ,de l' cole la guerre on what the normal schools of ,france are doing ought to be enough to inspire our ,american girls4 ,the girls of the normal schools of ,france are working very hard1 knitting1 sewing1 making hospital supplies1 in the intervals of their school work2 also acting as laundresses1 secretaries1 bookkeepers1 etc4 ,they are not old enough to be nurses4 ,in addition to the work for the armies1 they give a part of their time to work for other students4 ,they are providing for the girl students of the normal schools in the invaded districts1 many of whom were obliged to make long journeys on foot1 clad in summer clothes1 with no chance to carry even a change of clothing with them4 ,the school at ,fontenay appealed to the normal schools for aid for its students2 other appeals followed1 some from schools in the districts from which the invaders were driven out4 ,very soon in all the normal schools of ,france girls were cutting and sewing1 providing new garments1 or garments from their own supply1 to be sent to the towns in the north of ,france4 ,some of these supplies are held in reserve for the towns that are still to be liberated4 ,one teacher writes3 ,our young girls are glad to come to the aid of their fellow students who are not known to them but who are coming to seem nearer as ,i have them learn about the schools1 read the letters that are received1 etc4 ,anything which makes real and tangible the responsibility of this friendly help ought to be encouraged4 ,as the need arises1 our secondary-school girls will respond in like manner4 ,the preparation needed to initiate ,red ,cross work in any large way in the schools of a state is considerable4 ,there is a good deal of organization and consequent detail connected with it4 ,the domestic-arts teachers of a school district or county ought to be called together and instructed in the minuti of garment-making and surgical dressings4 ,with the blue prints1 photographs1 and written specifications already issued by the ,red ,cross headquarters at ,washington these teachers could then work out a full set of directions for each article which would be specific and graphic4 ,these could be printed by the state printer or1 better1 by the boys in a vocational school4 ,in addition1 moving-picture reels of processes carried on according to the most modern methods of workroom procedure could be shown to those who have not been in contact with present-day modes of work4 ,in order to excite interest on the part of the community in rural districts where this work has not as yet penetrated to any extent1 moving pictures of processes of making surgical dressings1 pajamas1 surgeons' gowns1 or children's dresses could be exhibited as illustrating what other sections of the state are already doing4 ,these moving pictures could be taken of girls at work in an up-to-date ,new ,york ,city factory1 and the reels could be either purchased outright or rented from an educational-film company4 ,in ,washington the ,department of the ,interior has a number of reels which have been put at the disposal of the ,red ,cross1 and will make more if the occasion demands4 ,slides too could be made showing special operations1 special garments1 and special methods of arranging work4 ,when public interest has been aroused at a public meeting in a small center1 the school will find it easy to take up the work and push it forward4 ,the person in charge of the work would have to keep in constant touch with the ,red ,cross headquarters as to the needs for garments and hospital supplies1 as well as to the changes that from time to time have to be made in the kind and quality of supplies4 ,a chart could be made of the capacity as to equipment and number of pupils1 and the present grade of their working ability1 for each place where a school is located4 ,brief reports could be sent to a state director from these schools as to what they could make1 when they could make it1 and when specified articles could be finished4 ,thus there would be a line out from a central supervisor to each school in the state where pupils are old enough to do any work of this public-service nature4 ,along this line would travel the information as to what was being done and what would be the next thing to be done4 ,knitting by hand is one of the occupations which many girls and women are taking up4 ,one drawback to hand-knitting is that it takes a good deal of time1 and in the case of socks1 at least1 the results of amateur work may be uncomfortable to the wearer4 ,it is suggested that schools put in knitting machines4 ,one school at ,yonkers1 ,new ,york1 has such a machine4 ,it enables its operator to finish a sock every twenty minutes1 or #ab pairs in an eight-hour day4 ,it is possible to knit wristlets and sleeveless sweaters on these machines4 ,the ,vacation ,war ,relief ,committee of ,new ,york ,city has been responsible for the sale of #ihj of these machines1 on which over #he1jjj pairs of socks have been made during the past year4 ,a letter written to me by ,mettie ,b4 ,hills1 ,director of ,girls' ,work in ,troy1 ,new ,york1 relative to her ,red ,cross work is so full of human interest and gives in such detail the excellent methods which she employed that ,i quote it in full4 ,it will serve as suggestive material for other equally enthusiastic and competent teachers4 ,my office has been turned into a cutting room4 ,girls are now at a large table cutting hospital bed shirts with just as little waste as possible4 ,smaller girls are snipping the few waste pieces1 and one little girl at the end of the table is filling a fracture pillow with the snips4 ,in my machine-sewing room the girls are making hospital bed shirts4 ,each girl has a different operation4 ,the shirts move through the cutting room to this room and from one machine to the next just as they do in a factory4 ,they finally reach the inspection table1 where they are inspected as they are folded1 and an inspection card is placed in the pocket4 ,they are then piled up for that final inspection which ,i give every article before it goes to our stock room4 ,here we hold all articles until we have enough to make the moving worth while1 and then they are taken to ,red ,cross headquarters in the city truck4 ,the chairmen of each ,red ,cross division of our local chapter are notified beforehand that things are coming and they are at headquarters to receive our work and sign for it4 ,i tell you1 it is a big day for all when the school work is turned in4 ,i hear about it for weeks afterward4 ,the girls do not stay at one operation4 ,as soon as they are ready1 they are promoted to the next4 ,and in this connection may ,i call the reader's attention to the chapter which brought out the new spirit of teaching the household arts8 ,the little jacket which is hanging in my clothespress is only the beginning of a big piece of work which ,i expect to push during the winter1 a piece of work which ,i believe will do more to standardize the girls' work than anything we have yet done4 ,another room is given over to knitting1 and the girls pass from one type of work to another4 ,we have a teacher from the ,red ,cross rooms who is showing the older girls how to make oakum pads4 ,the work is really fascinating1 and fortunately we no longer have to think of the money for the materials1 as the work done in the schools has been of so much higher standard that the local chapter has voted me #ejj in order that there might be no danger of our stopping the work4 ,i am inclosing a list of what our schools have done in the past three months4 ,i4 ,for the ,red ,cross ,society #a4 ,hospital ,supplies ,hospital boots #dh ,hospital shoulder wraps #cf ,hospital shirts #aef ,pajama suits #dh ,surgeons' operating gowns #f ,surgeons' operating caps #ab ,surgeons' operating helmets #dh ,slings #dib #a-;inch bandages #ab #b-;inch bandages #ac rolls #b4 ,surgical dressings #bb ,oakum pads #bj ,fracture pillows #bj ,,ii4 ,for the ,soldiers' ,welfare ,league #a4 ,housewives for ,second ,new ,york ,regiment #dh #b4 ,george ,washington kits for ,second ,new ,york ,regiment #c4 ,neckerchiefs for ,second ,new ,york ,regiment #abj #d4 ,pajama suits #cb ,,iii4 ,for the ,national ,navy ,comforts ,league #a4 ,knitted mufflers for the army and navy #cac #b4 ,knitted sleeveless jackets for the army and navy #be #c4 ,knitted wristlets for the army and navy #dj pairs #d4 ,knitted caps for the army1 navy1 and aviators #b #e4 ,knitted hospital socks #g pairs ,,iv4 ,for the ,surgical ,dressings ,committee 7,french7 #a4 ,slings #b4 ,fracture pillows #c4 ,eye binders ,v4 ,for ,belgian ,relief ,committee #a4 ,kits for small children 7full set of clothes7 ,,vi4 ,for ,national ,league for ,woman's ,service 7adults7 #a4 ,two commissariat classes #b4 ,motor classes with #cj enrolled ,of course the ,red ,cross work need not be limited to girls and women4 ,boys under #ad are able to pick over oakum and to do other work that girls of the same age can do4 ,the older boys can adjust and tend the knitting machines and pack and deliver the finished product4 ,men and women in many of the state institutions will be glad to contribute a share in service4 ,thomas ,mott ,osborne1 while warden at ,sing ,sing1 organized through the ,mutual ,welfare ,league a large class of men who enthusiastically gave up their evening periods of recreation in order that they might knit for soldiers in foreign fields4 ,a number of young boys1 none over #ad1 from ,troy and ,albany orphan asylums were taken in auto trucks #cj miles into the country to a currant-producing section1 where they picked #ejjj quarts of currants which had been donated to the county ,red ,cross organization4 ,these currants were shipped in a refrigerator car #ij miles down the river to ,yonkers1 ,new ,york1 where the girls made them into jelly and currant juice1 the sugar being donated by a local refinery4 ,possibly the largest service that boys can render will be the making of ,red ,cross splints4 ,as has already been stated in another chapter the ,canadian schoolboys are doing a great deal of this work in connection with their manual training4 ,an article in a recent issue of the ,manual ,training ,magazine describes in detail the work of the manual-training centers of ,british ,columbia4 ,these splints are made merely for first aid1 and are used where it is not necessary that they conform exactly to the contour of the limbs or body4 ,they are padded a little with cotton or cloth and fitted on the injured part of the soldier4 ,a general conception prevails that ,red ,cross work is limited to battle-field relief1 but it must be remembered that this organization also carries on civilian relief4 ,it is very likely1 as time goes on1 that the schools will come to realize that there is probably no better agency than the ,red ,cross with which they can associate themselves in allaying the suffering and relieving the distress in the community4 ,it must be remembered that the ,red ,cross is splendidly organized1 with its great central headquarters at ,washington1 its division headquarters in larger groups of states1 and its local chapters in every county4 ,there is no activity of the ,red ,cross which a child cannot duplicate in its own sphere of life1 and the ,american school may well become a center of interest in ,red ,cross work in time of war4 ,one of the departments already organized is that of ,home ,service1 which exists to help families maintain their standards of living4 ,school-service work under a ,junior ,red ,cross has been organized in order to bring the schools into direct touch with the work4 ,the schools can give lessons in first aid1 elementary hygiene1 and home care of the sick1 in home dietetics1 and in the preparation of surgical dressings4 ,it can make the necessary supplies for local soldiers who are in mobilization camps4 ,it can make supplies for the soldiers' families1 especially during the winter months4 ,it can raise money by means of entertainments of an educational nature1 and here opportunities are often presented to correlate the work with history and ,english4 ,in short1 during the stress of war1 with its rising cost of food1 its industrial changes1 its uncertainties in living conditions1 with the home often handicapped by the withdrawal of the chief wage earner1 there will be an excellent opportunity for the school to come in with its aid4 ,the diet of the family1 both in quality and variety1 may be improved through the helpful advice of the teacher of home economics2 children who are in need of medical care may be sent to the dispensary4 ,the ,home ,service ,department suggests that teachers may do helpful vocational-guidance work2 for in the absence of father and older brothers many a boy and girl can be helped by a teacher's encouragement to go into occupations where there is a future1 where skill can be acquired1 and where there is a chance for advancement4 ,the following quotation from the ,london ,times of some ,red ,cross work in ,france pointedly illustrates what home and school service in the ,red ,cross movement may mean in ,america4 ,the most detailed enumeration would hardly exhaust the activities of education in the common cause--voluntary contributions to the national funds deducted from the salaries of teachers2 liberal subscriptions from pupils2 participation in the collection of gold2 the dispatch of packets to soldiers1 and of books to the children of reconquered ,alsace2 help given to orphans whom a school or class has taken under its charge2 manual labor on behalf of soldiers at the front1 the wounded1 the lame1 and prisoners2 material or moral assistance to refugees2 a welcome given to all abandoned children1 ,belgian or ,french1 in the families of masters or of friends of the school2 correspondence with soldiers at the front1 wounded1 and prisoners2 attendance at the funeral of soldiers who have died of their wounds2 the public reception by schools1 lyces1 and universities of colleagues or old pupils wounded1 promoted1 or quoted in dispatches2 befriending soldiers who have no family to look after them2 the institution of workrooms for men and women who are out of work2 participation in the celebration of ,belgian ,day1 the ,serbian ,day1 the ,french ,day1 the ,day of the #ge1 the ,day of the ,orphans1 and so on1--tasks which will have to be continued during the coming school year1 because the need for them will still be present1 and doubtless1 for some of them at least1 during the years immediately after the war1 when the school will still have before it a splendid opportunity for social service4 ,illustration3 ,service recognizes no school grading4 ,girls of the lower grades are snipping waste pieces for fracture pillows and working with the older girls who are cutting hospital bed shirts1 ,troy1 ,new ,york4 ,illustration3 ,the new spirit of household arts in the schools is based upon the project plan and community service4 ,war needs create new school practices4 ,troy 7,new ,york7 girls at work on ,red ,cross supplies4 ,illustration3 ,a country school need not be idle during the summer4 ,this one housed a group of farm cadets ,illustration3 ,flying squadron leaving camp on an emergency call for berry pickers at ,highland1 ,new ,york4 ,president ,wilson has honored the school children of our country by a proclamation dated ,september #ah1 #aiag1 in which he calls upon them to do their part in the war by joining the ,junior ,red ,cross1 thus assisting in the mercy work of the senior organization4 ,a portion of his message is quoted3 ,the school is the natural center of your life4 ,through it you can best work in the great cause of freedom to which we have all pledged ourselves4 ,our ,junior ,red ,cross will bring to you opportunities of service to your community and to other communities all over the world1 and guide your service with high and religious ideals4 ,it will teach you how to save in order that suffering children elsewhere may have the chance to live4 ,it will teach you how to prepare some of the supplies which wounded soldiers and homeless families lack4 ,it will send to you through the ,red ,cross bulletins the thrilling stories of relief and rescue4 ,and1 best of all1 more perfectly than through any of your other school lessons1 you will learn by doing those kind things under your teacher's direction to be the future good citizens of this great country which we all love4 ,our ,president is a master of good pedagogy as well as a leader of men1 and he expresses the very best in modern educational thought4 ,he tells the children to think of their school as the natural center of their lives2 to serve the community in which they live2 to reach out through service and study to the larger world outside2 to have behind all action high ideals2 to save that others less fortunate may have2 to learn how to do and through doing how to grow2 to learn directly of the world of action while it is in action2 to work with their elders for a common purpose1--the common purpose of being useful citizens of our great country4 ,,chapter ,,ix ,,re,,ducation ,,of ,,the ,,disabled ,in all probability not one person in a hundred ever heard the word reducation before reading the very recent newspaper accounts of the government's plans as announced by ,surgeon-general ,gorgas for rehabilitating and reducating the disabled soldiers4 ,we have been in the habit of seeing blinded and crippled men selling lead pencils at street corners1 and we have given our pity and our penny4 ,we have seen the wonderful rugs woven by the blind 7assisted in the designing and setting up by people who could see71 and we have bought them1 impelled by a sympathetic interest in a charitable cause4 ,we have heard some exceptional person1 who has overcome tremendous physical disabilities1 describe her methods of studying college subjects and competing successfully with those who are unhandicapped1 and we have said ,how wonderful6 and stopped thinking at that point4 ,as a nation we have failed in our duty to make the physically handicapped economically self-supporting and normally strong4 ,it is an educational problem as great as1 if not greater than1 that of assisting the mental defective4 ,only within two years have the vocational schools of our country even thought of instructing their pupils in the general principles of safety4 ,only since workingmen's compensation laws and industrial insurance have come into the foreground in legislative halls have public men considered the appalling need for safety-first instruction in factories and in technical schools4 ,for the duration of the war our thought of safety appliances for industrial life in peaceful times sinks into the background1 and we think only of devices for preventing suffocation by poisonous gases1 of means of withstanding liquid fire1 of deflectors for bullets and camouflage for marching troops4 ,but notwithstanding all these precautions1 the inevitable results of war are before us4 ,the multitude of men who have been injured in the present war is out of all proportion to the number injured in any war with which history or experience makes us acquainted1 and the fitting of them to be economically self-supporting is a task of stupendous proportions4 ,for the problem of the support of these men cannot be met entirely by pensions2 even if this were possible1 the man would thus become a dead weight for the rest of the country to carry1 an unenviable position from all points of view4 ,in the case of the professional man1 he may1 even if handicapped1 carry on his work2 but the man with a trade1 when maimed or blinded1 must be taught some other vocation or be provided with some mechanical substitute for his loss in legs or arms and often with special tools and other apparatus which will enable him to carry on his former occupation or a new one4 ,it will not be possible to place all these men as ticket sellers1 news vendors1 gatemen1 and in other positions hitherto appropriate for the industrially disabled2 and our vocational schools1 the medical profession1 and the national government must coperate in a study of the reducation of injured soldiers with the aim of putting them on the pay roll4 ,on ,july #ca1 #aiag1 announcement was made through the press of the ,united ,states that a government system for the rehabilitation and reducation of men disabled in the fighting abroad would be made an adjunct of the proposed scheme for the federal insurance of soldiers and sailors1 and that the plans for the rehabilitation of these men would probably1 like those in ,canada1 be modeled after the systems in use in ,france and ,england4 ,it is1 of course1 part of the government's duty to provide for the future of men crippled in its service4 ,it is not the province of the several philanthropic agencies which in the past have commendably endeavored to care for the blind and the crippled by teaching them the handiworks of weaving1 brush-making1 etc4 ,the work must be done on a sound and scientific basis1 and be adjusted to economic conditions on a vast scale such as no philanthropic society can hope to maintain2 that is1 it must not be relief work1 it must be governmental constructive work in reducation which shall teach the disabled man how to overcome the disadvantage of his infirmity in rentering the industrial world4 ,to learn the extent of what may be done in this work of rehabilitation1 ,england1 ,canada1 and the ,united ,states look to ,france1--to the municipal vocational-training school for soldiers at ,lyons known as ,l'cole ,joffre and the many schools patterned after it in other cities2 to the ,institution of ,st4 ,maurice1 at ,paris1 which has been established by the ,french government to be a model for other institutions2 to the ,laboratory of ,research on ,vocational ,work1 in ,paris1 directed by ,dr4 ,jules ,amar2 and to the ,anglo-,belgian hospitals1 especially that at ,vernon4 ,it has been announced that the ,united ,states will pattern its training school after the ,institution of ,st4 ,maurice1 which is a clearing house of experiments and research for the continent4 ,there are also in ,france1 as in ,england and ,canada1 convalescent homes for disabled soldiers1--many of which are supported by private benevolence1--where trades are taught4 ,at the ,institute of ,les ,amis des ,soldats ,aveugles1 in the suburbs of ,paris1 the blind soldiers are taught the trades of basket-making1 bootmaking1 brush-making1 netting1 harness-making1 and bookbinding1 the course taking about six months before the pupils become proficient4 ,the institution runs its own printing establishment for literature in ,braille 7the print for the blind74 ,the blind are peculiarly incapacitated1 and the occupations open to them are consequently limited4 ,private benevolence has done much to lessen their economic misfortune1 and the government must do more4 ,some ,french doctors believe that tobacco manufacturing and matchmaking are adapted to the blind because of their well-known delicacy of touch2 many hospitals are giving them lessons in the art of massage1 for the same reason1 believing that the blind man can qualify for this employment in a few months4 ,the work1 however1 is still in the experimental stage4 ,but the most progressive work in ,france has been done in the municipal and government training schools in equipping the maimed and crippled for work1 and it is this of which this chapter will treat4 ,the government institution of ,st4 ,maurice follows the lead of the now famous ,l'cole ,joffre1 which in turn learned much from a school at ,charleroi1 maintained before the war for victims of industrial accidents4 ,l'cole ,joffre was the pioneer which has blazed the way for the technical instruction of the wounded4 ,it was founded under the direction of the city of ,lyons1 with the mayor of the city1 ,edouard ,herriot1 most active in the undertaking1 and ,maurice ,barrs to spread its fame with winged words4 ,to house it1 an old disused chteau in a populous part of the city was put in order late in #aiad1 and early in #aiae the men discharged from the hospital and pronounced suitable for training entered upon their course of instruction4 ,the first one hundred cases received were restricted to those disabled but cured of wounds1 the partially paralyzed1 and those recovered from amputation4 ,to direct the technical work1 ,monsieur ,basque1 a professor in the industrial-accident school at ,charleroi1 was chosen4 ,the success of the school was immediate1 and by ,september another was opened in the outskirts of the city to accommodate #hj men4 ,naturally1 at first1 experiments were made1 and the experience of ,l'cole ,joffre is most valuable to us4 ,three schemes were inaugurated3 one1 called placement domicile1 where an allowance was made the man1 who was to live in his own home while he entered a workshop to learn a craft of some sort2 another1 la mode de l'externat1 where the man pupil lived at his home or in lodgings while attending classes daily1 receiving at the school at noon a canteen meal in order to save the time which would otherwise be taken in going home2 and a third1 le rgime de l'internat1 where he lived in the institution as a pupil in a boarding school4 ,experience developed that this last method was the only one which might be adopted with any assurance of success1 the others subjecting the men to possible discouragement1 through the jealousy shown by other shop workers1 the necessarily slow progress1 the inequality of pay1 the varying degrees of instruction1 and insufficient supervision4 ,canada too1 after investigation1 has found that the men throughout their training must live at the school and be under supervision1 in order to avoid discouragement and the forming of bad habits of idleness and alcoholism1 and to insure continuity of interest in their work4 ,the condition of entrance to ,l'cole ,joffre in ,lyons is that the man must be pronounced permanently unfit for military service4 ,next he is examined to ascertain his fitness for industrial work1 a matter determined by his freedom from disease1 his previous work1 his general education and ability1 the employment preferred1 and the occupations open4 ,whenever possible1 the man is kept in his former employment4 ,this principle is sound economically and psychologically1 and must be adhered to in our schools4 ,the employments for which training is given are bookkeeping1 shorthand and typewriting1 paper-stitching1 bookbinding1 toymaking1 shoemaking1 woodworking and drafting1 tailoring1 wood carving1 gardening1 and machine adjusting4 ,office work offers special opportunity to the one-handed and the crippled1 as stenography and typewriting do to the blind4 ,the course with commercial subjects1 it was found1 had to be carefully restricted1 for many without sufficient education wished to take it up1 and there was danger of sending too many men into occupations already well supplied with competent workers4 ,l'cole ,joffre is a municipal undertaking1 a free school1 the men pupils paying no board or tuition4 ,it is in a measure subsidized1 for the school receives from the ,ministry of ,war a grant of #c francs #ej centimes for each pupil for each day's attendance4 ,the other funds to support the school are provided in various ways--popular subscriptions and grants by provincial organizations and other official bodies4 ,as for the men themselves1 they do not1 while in training1 receive the government pension of #a franc #gj centimes a day1 but the school makes each man an allowance of #a franc #be centimes a day from its own funds1 so far as they permit of such liberality4 ,the work done by the city of ,lyons has been followed in many localities1--,bourges1 ,bordeaux1 ,marseille1 ,rouen1 and others1 in most cases endowed by the municipalities4 ,at ,bourges additional classes are held in silver-engraving1 hair-dressing1 and locksmith work4 ,in the similar school in ,marseille1 tinsmiths1 foundry workers1 jewelers1 and metal workers are trained4 ,at ,cluses1 in #aiae1 seventy partially disabled men were serving an apprenticeship in clock-making4 ,this is sitting work1 but it demands the possession of one hand and at least two fingers on the other1 and an exceptionally good eye1 so it is not so generally taught as other trades4 ,at ,cluny a course of training has been established for the former workmen who wish to become master workmen and designers2 that is1 the school specializes in training those whose ability is above the average4 ,it must be remembered that in ,french provinces there are many more hand processes in use than in the ,united ,states4 ,joinery and carpentry1 for example1 employ tools to make parts which in this country are turned out in factories4 ,the industrial difference is evident in some of the photographs of the rehabilitated ,french workmen who are shown ingeniously at work with artificial hands and arms on processes for which there is no field here4 ,many ,french soldiers1 too1 find employment in toy making1 a real industry for ,france and ,germany1 but one which is unlikely to be developed here to any extent4 ,in ,america we must fit our disabled men to tend machines1 and not make the blunder of preparing men for operations which are out of date in our standardized machine industries4 ,in a very moving little book1 ,les jeunes filles franaises et la guerre 7,jules ,combarieu1 ,paris1 #aiaf71 we read of a man who was employed in a joinery establishment after suffering the amputation of both hands4 ,his left arm was furnished with a leather glove to which was adapted an ingenious instrument for holding nails4 ,his right arm was fitted with another glove arrangement to which a hammer was attached4 ,with the left he took the nails2 and with the right he pounded them into a piece of wood4 ,marvelous as the achievement may be1 in ,america this workman would belong to the class for whom special relief workshops must be maintained4 ,work in reducation must naturally be adapted to the demands of the vicinity2 the ,french towns of ,nancy1 ,clermont1 and ,montpellier have not the industrial conditions of ,pittsburgh1 ,worcester1 or ,birmingham4 ,in ,paris the model government institution of ,st4 ,maurice contains both a convalescent hospital and a training school for discharged patients4 ,it has the advantage over ,l'cole ,joffre of uniting hospital and school1 giving an opportunity of combining physical with industrial reducation4 ,it is therefore possible to have at ,st4 ,maurice1 under the direction of ,dr4 ,bourillon1 physiotherapy by massage1 electricity1 medical gymnastics1 and mechanotherapy1 which prepare the man for his reducation4 ,dr4 ,bourillon affirms that this preliminary medical care reduces the effort which the patient must make to learn and exercise a trade4 ,the ,french government also maintains at ,paris the ,laboratoire des ,recherches sur le ,travail ,professionel1--an establishment for the scientific examination of wounded men1 particularly to ascertain the percentage of their disability in the labor market4 ,the question of how many disabled men are capable of reducation is one not rigidly determined4 ,there are1 of course1 some hopeless cases which will have to be entirely dependent on the government for their support1 whether by pension or other means under discussion4 ,but the figures of ,dr4 ,jules ,amar1 director of this laboratory of industrial research1 a man who has devised mechanical apparatus for developing the capacities of injured limbs1 show that of the maimed cases which have come under his observation at least #hj per cent are capable of vocational reducation4 ,of this proportion #de per cent succeed in earning normal salaries after a training including some specializing2 #bj per cent are partially restored to normal wage earning2 while the remaining #ae per cent can only obtain work in shops maintained especially for the disabled1 such as a toymaking studio4 ,of the reducation of this #hj per cent ,dr4 ,amar says3 ,it is a question of science and method2 it demands the organization of training schools4444 ,it unites medical and technical knowledge to the end that artificial limbs shall be adapted to satisfy physical and vocational capabilities4 ,the proportion of men dependent upon relief is then reduced2 and one must endeavor1 without ceasing1 to diminish it4#f ,the method in the ,paris schools is scientific4 ,in the training schools1 he continues1 the object of the instruction is to supplement the diminished physical capacity of the disabled man with a greater knowledge of his trade1 superior technical instruction1 or better vocational adjustment4 #f ,special ,bulletin of ,military ,hospitals ,commission1 ,canada1 ,april1 #aiaf4 ,the first responsibility falls on the medical examiner4 ,to requip the maimed physically1 an indispensable prosthesis 7an addition of an artificial part to supply the missing member of the body7 is made1 the dynamical prosthesis--not the kind which replaces the member1 but that which restablishes or repairs the functions4 ,what the wounded man needs is not an admirable imitation of the missing arm or leg1 ingenious and often fragile appliances1 but a practical working tool1--a socket into which a variety of tools can be fitted4 ,next1 in the laboratory of the school an analysis of the workman's movements is made in relation to their regularity1 direction1 speed1 and according to the force they expend4 ,the measure of the man's physical incapacity is deduced from impressions gathered in this analysis1 and from it the method of training must be devised4 ,furnished with his card of qualifications1 the man passes from the hospital laboratory to the workshop1 where experts instruct him in theory and practice4 ,the first thing to determine is whether a man cannot perform the operations of his former trade4 ,in many cases a man imagines that the disability caused by amputation of fingers1 hand1 or arm makes him unfit for the work he did previous to the war4 ,but where the school is attached to a hospital and the man's disability can be accurately known1 the union of medical skill and technical instruction makes it possible to restore him to usefulness with the minimum of effort and waste4 ,dr4 ,amar recommends for special relief work for the #ae per cent who are not capable of any great degree of reducation1 shops which will execute orders for easily manufactured articles1 involving such processes as light cooperage1 stamping1 plaiting1 toymaking1--work such as is offered at the shop in ,rue de la ,durance1 ,paris4 ,another institution whose methods are similar to those employed at ,st4 ,maurice and by ,dr4 ,amar is the ,anglo-,belgian ,military ,institute1 at ,port ,villez1 ,vernon1 under the technical director ,major ,haccourt4 ,it accommodates over #hjj men1 and is self-supporting1 the land where it is situated having been originally covered with forests1 the sale of which financed the undertaking at first4 ,forty-three trades are taught here1 and a large farm is maintained on which horses wounded in war are cared for and made useful4 ,the workshops provide for commercial courses1 telegraphy1 wall-paper designing1 the manufacture of motor vehicles and electrical machinery of all kinds1 plumbing and tinsmithing1 rabbit and poultry farming1 fur curing and dyeing1 etc4 ,the shops make fuse boxes for munitions1 and various army supplies4 ,at ,vernon the men pupils are regarded as still in the ,belgian army1 receiving military pay2 they have no option as to entrance1 since they are under military discipline1 but enter as soon as they are discharged from the ,anglo-,belgian hospital at ,rouen4 ,in this school the services of the best professors in different trades are obtained without trouble1 for the director can requisition any man in the ,belgian army for any required purpose4 ,before the war ,belgium had a large proportion of highly trained workmen2 and with compulsory reducation and military discipline the operation of this institution is much simplified4 ,in working out plans for reducation in the ,united ,states we must have in mind certain principles4 ,there is the necessity of making our training thorough4 ,our problem will be not to find employment for the period of the war1 during which there is a constant demand for workers1 but to train the disabled for an occupation in which they can hold a place after the temporary shortage of labor created by the war conditions is over4 ,it is obvious that if the men are incompetent and ill-prepared for their work1 they will be weeded out as soon as skilled men are available4 ,their work is barred from that demanding manual strength2 nor can it hope to belong to that highly specialized kind which would demand an arduous and elaborate training4 ,but there is a wide range of semiskilled occupations where a handicapped man can earn more than if he should enter after a long course of training the highly skilled trade where he would meet the competition of the physically normal4 ,there are at least three kinds of disabilities our schools will have to deal with4 ,first1 there is the man who has lost his right arm4 ,this man must1 whenever possible1 be taught to use his left hand in his trade1 although it is sometimes easier to learn a new process than to change right-hand to left-hand methods in the old operation4 ,in carpentry1 turning1 and machine trades1 however1 the one-armed man may continue to be employed1 and our vocational schools should incorporate courses in left-hand training4 ,here also we find another need3 there must be built for the disabled left-hand machines4 ,next there is the case of the man who must be instructed in an allied trade because his former one is pronounced by medical examination and the tests of mechanotherapy to be impossible4 ,and last there is the case of the man whose injury makes necessary the fitting of delicately adjusted prosthesis and a course of expert training before he can become a wage earner4 ,our chief difficulty in our work of reducation will be to secure the right kind of teaching force1 and it is clear that our government must establish schools to train our technical instructors how to adapt their knowledge of trade teaching to the kind of work demanded in giving instruction to the physically disabled4 ,the selection of the proper type of teacher is vital to the success of any scheme of reducation4 ,the ideal instructor must not only know his trade but be able to suit his methods to the individual case so as to get the best response from each man under his direction4 ,at present it seems as if there would be no way of training instructors except by sending chosen trade teachers to ,st4 ,maurice to study the ,french methods1 that they may return to this country properly equipped to select and instruct others1 until such time as a government school of the right type is well established in this country4 ,as for the schools themselves1 they must be undertaken by the government1 even if additional hospitals and laboratories for research are maintained by private benevolence and bequest1 for there should be no limit to the funds available for carrying on this work of the economic rehabilitation of the men injured in the service of the country1 and it must keep pace with the progressive work in ,france and elsewhere4 ,branch schools in municipalities may be organized under government control and subsidized by federal money4 ,some of our trade and vocational schools and their equipment may be taken over by the government for this purpose4 ,our trade and technical schools must also include courses in training teachers for this special work1 the course to be supplemented by a special preparation prescribed by the government4 ,in ,canada the ,military ,hospitals ,commission has made a careful study of the ,french and ,anglo-,belgian treatment in the restoration of disabled soldiers1 and has equipped the ,central ,military ,convalescent ,hospital at ,toronto with the mechano-apparatus similar to that used in ,france by ,dr4 ,amar and ,dr4 ,bourillon4 ,profiting by their observation of the foreign hospital schools1 they have determined to consider the men in training as still in hospital and under military rule1 for in ,europe there is absolute unanimity of opinion that the influence of convalescent homes and benevolent support is bad1 conducive to lax discipline and idleness4 ,canada has agreed that the earning power subsequently acquired by a pensioner in training will not lessen his pension4 ,to pass upon the cases eligible for reducation1 ,canada has a board of three3 a member of the ,provincial ,advisory ,committee1 a vocational officer1 and a medical man1 thus combining with technical and medical aid advice in the industrial choice and placement of the man pupil4 ,realizing that reducation is a new idea to most soldiers and1 indeed1 to the public generally1 ,canada has put forth a propaganda of making popular the training courses4 ,a bulletin has been posted conspicuously in public buildings and a printed card circulated bearing the same information1 ,what ,every ,disabled ,soldier ,should ,know4 ,aside from encouragement and directions of where to obtain help1 etc41 we find the following3 ,that his strength and earning capacity will be restored in the highest degree possible4 ,that if his disability prevents him from returning to his old work1 he will receive free training for a new occupation4 ,that full consideration is given to his own capacity and desires when a new occupation has to be chosen4 ,that neither his treatment nor his training nor his transportation will cost him a cent4 ,that his maintenance and his family's will be paid for during his training and for a month after4 ,that his home province has a special commission to assist him in finding employment on discharge4 ,to further the publicity of the work in ,canada1 moving-picture films have been prepared1 systematically illustrating the treatment and reducation of wounded soldiers in ,england1 ,france1 and ,canada1 and showing their progress up to the stage of final recovery4 ,these films have been shown in hundreds of theaters throughout the ,dominion4 ,it is encouraging that occasionally in ,france and ,canada the vocational training in connection with hospitals places a man in a better position financially than before4 ,the following examples are given out by the ,canadian ,military ,hospitals ,commission and are testimonials of the possibilities of rehabilitation4 ,letter received is from an ex-private in the #acth ,battalion4 ,before enlistment he was getting #ab a week as driver on a city milk round4 ,i always had a liking for drawing1 he says1 and ,i felt that if ,i ever had the chance ,i would take up a course in mechanical drawing4 ,this opportunity came to him at one of the commission's convalescent hospitals4 ,after six weeks' application to the work there1 he was able to secure an appointment beginning with #ge a month1 with good prospects of advance4 ,a locomotive fireman had enlisted1 was severely wounded1 and had to have his left arm amputated4 ,under the commission's scheme of reducation1 which is offered to all men incapacitated for their former work by service1 he received special training in telegraphy and railway routine4 ,as a result he secured an appointment as station agent and dispatcher at #aaj a month4 ,in ,england the high sheriff of ,lancashire has formulated a scheme for listing the employments open to the disabled4 ,first1 the employer is asked1 whenever possible1 to give the returned soldier his old job4 ,next1 certain employments are listed as being within the powers of partially disabled men1 and with the help of labor exchanges and of other agencies1 these are reserved for them4 ,it is for the economic interest of the ,state to make possible the employment of the disabled4 ,the amount of a pension is not the measure of the cost of the pensioner4 ,the nation cannot afford to let any human power go to waste or lie idle4 ,to requip the maimed is to make him partly forget his infirmity1--an indispensable mental advantage4 ,france is now discussing whether reducation of one form or another shall be compulsory1 as in the ,anglo-,belgian hospital4 ,but obligatory or not1 says ,a4 ,l4 ,bittard1#g the industrial reducation must be above all a national work4 ,we should regard it as a debt owed to the wounded and as an effective preparation for the future of the nation4444 ,the ,state alone is capable of giving all the mutilated the maximum equality of treatment1 where private initiative would be totally incapable of realizing the minimum4 #g ,a4 ,l4 ,bittard1 ,les coles de ,blesss4 ,paris1 #aiaf4 ,the war simply makes the question of reducating and rehabilitating the disabled a striking one4 ,but we must not forget that the problem of the injured is always with us4 ,it may not be amiss to point out that #ed1jja men and women were actually killed in the ,united ,states during the year #aiac4 ,this means one killed every ten minutes4 ,over #b1jjj1jjj men and women are injured in the industries in the ,united ,states each year4 ,this means one injured every sixteen seconds4 ,the economic loss from accidental deaths and injuries is nearly #ejj1jjj1jjj annually1 and the loss from preventable accidents and diseases would more than pay the cost of maintaining all the public schools in the ,united ,states4 ,these are appalling figures4 ,at present the great fear of every boy who goes to war and of every sister and mother of such a boy is that he may go through life maimed and dependent4 ,but we never think of the ever-present danger to these boys of being handicapped physically by merely going to work2 and yet there are more persons so disabled through accidents in industrial life in normal times than are disabled by war4 ,when our boys come back from the war1 physically disabled1 and through the government work in rehabilitation and reducation are made self-supporting and self-respecting members of society1 we shall begin to appreciate that we have been extremely negligent in the past in limiting our efforts to help the crippled and blinded to the good offices of charity and philanthropy4 ,it is a public matter4 ,it is a problem of education4 ,it is an opportunity for service for the teachers of vocational training1 for the experts in vocational guidance and direction1 for the directors of placement and employment bureaus1 and for the designers of special tools and machines for the handicapped4 ,it is an immediate problem in this time of war2 it is even more significant in time of peace4 ,,chapter ,x ,,farm ,,cadets ,we can afford only one fad in war time1 and that fad is to be farming4 ,it will be useless for little ,william ,corning ,smith1 aged #ab1 of ,kankakee1 ,illinois1 to stick his little spade into his back yard before his admiring parent4 ,individual1 unorganized work on land not properly prepared for agriculture may be worse than useless2 it may be wasteful4 ,random efforts not cordinated in a general scheme for the utilization of school children in large units will be foolish1 misdirected effort4 ,state1 county1 and even national organization are required to make available this latent power4 ,purely isolated effort will be fruitless1 both as aids to the nation and education for the child4 ,organized work will bring the greater moral advantages of developing the power of concentration along with the interest in national and community service4 ,it will evoke an esprit de corps which may be capitalized for national use and shift the usual interest in gangs and athletics1 both normal and natural1 to work which opens the way to loyal industrial educational training4#h #h ,columbia ,university ,war ,papers4 ,this was written by ,john ,dewey early in the spring of #aiag in a message addressed to the principals and teachers of ,america on how school children may be so organized for farm service as to ,aid the nation2 ,increase the food supply of the country in war time and during a world-wide shortage of food2 ,conscript the national enthusiasm for athletics to national usefulness2 ,assure a vigorous and healthy rising generation2 ,reap the advantage of organized effort with its moral and educational results2 ,develop constructive patriotism4 ,as may be gathered1 ,dewey's idea was not only to organize the rural and village children for farm work but also to send the city children into the country in camps and tent colonies4 ,he said further that the plan was not a dream and that it could be done4 ,a friend in writing to me of his attempts in ,massachusetts to make the dream a reality said1 ,it is like nailing a jellyfish to a board4 ,referring to the difficulty of obtaining competent boys1 on the one hand1 and of convincing farmers of the value of city-boy labor1 on the other1 he further stated that it was a difficult proposition to sell something we did not have to somebody who did not want it4 ,few1 if any1 of us knew very much of the experience1 in this direction1 of ,england1 ,france1 and ,germany4 ,to be sure1 we had heard that ,france had attempted in a large way to use children at farm labor1 but had given it up and had replaced them with old men1 women1 and partially crippled returned soldiers2 and we knew that with the alarm of the scarcity of labor and the diminishing number of the world's acres under cultivation ,england and ,germany had called upon women and boys below military age to help meet the needs of the situation4 ,but we in ,america did not realize1 to quote ,dewey again1 that we could enlist the school children in this work in such a manner that they could serve with results as beneficial to themselves as to the nation4 ,before considering in some detail the idea of using agricultural labor of children in ,america 7and it is a subject worthy of elaboration1 for even if the war closes to-morrow1 we shall be short of farm labor for many years--perhaps always71 let us see what ,england and ,germany have done to utilize school children for farm work4 ,in ,england many of the boys of #ad to #af in the public schools have volunteered for vacation and holiday agricultural work in hoeing1 planting1 and harvesting2 some of this was gratuitous labor1 these boys coming from the prosperous classes and therefore being able to give their services4 ,in ,july1 #aiaf1 the ,education ,board published a report showing the number of children excused from attendance at school for the purpose of agricultural employment in ,england and ,wales on ,may #ca1 #aiaf4 ,the total number so excused was #ae1gec1 of which number #edf were between the ages of #aa and #ab2 #hjah between #ab and #ac2 #eeba between #ac and #ad1 and of the remaining #affh cases the ages were between #ab and #ad4 ,figures quoted relate solely to agricultural employment and do not show the full extent of withdrawals from school4 ,they also relate to withdrawals of children who are not qualified for total exemption under the law4 ,the report also states that the board has no information as to the number of children who have been excused from school attendance for purposes of industrial employment or employment other than agriculture4 ,early in #aiag several of the county education committees formulated plans for using the labor of children who were to be excused only for holidays1 special periods1 and part times1 the general sentiment being1 even in the emergency1 that no more children must be permanently excused for agricultural or industrial employment4 ,these schemes are worthy of attention as endeavors to retain children in school1 at the same time modifying the arrangement of the educational requirements to allow them to perform farm and garden work4 ,the ,education ,committee for the ,lindsay division of ,lincolnshire considered1 at a meeting held on ,april #ac1 #aiag1 the desirability of taking steps to secure that the school holidays this year are fixed at such times as will enable the children to be of most assistance to the farmers1 and it was resolved that the finance committee should be requested to consider the preparation of a scheme enabling managers to amend the school time-tables in such a way as will give the maximum of opportunity for the older children to work on the land during the spring and summer4444 ,they further considered444that in view of the present emergency and the need of additional labor1 especially in agricultural work1 the board will give favorable considerations to proposals for extended or additional holidays in rural areas under certain conditions4 ,two schemes were presented1 setting forth alternative methods which managers might be authorized to adopt by which advantage can be taken of the concessions of the board1 as follows3 7#a7 ,a scheme to give a number up to eighty additional afternoons on which the older children can be employed on the land1 managers to be informed that a school year of not less than #cbj attendances will be accepted as fulfilling the requirements of the board1 instead of a minimum of #djj as heretofore4 ,on up to eighty days1 older children1 above prescribed age1 may be released at noon for employment on the land1 whilst the school will be open as usual for the younger children1 and their attendance recorded1 though not in the official register4 7#b7 ,a scheme to allow up to eight weeks extra during which the older children may be employed on the land1 managers to be informed of the number of attendances required as in scheme one4 ,older children1 above a prescribed age1 who are to be employed on the land1 need not attend school for a period up to eight weeks in addition to the ordinary holidays4 ,the school will be kept open as usual during such weeks for the younger children1 and those attending will have their attendance recorded1 but not in the official register4 ,under either scheme it will be necessary for the managers to fix the period or periods for the year during which the scheme would be in operation1 and in some of the larger rural schools it might be possible to release a teacher as well as the older children4 ,at a meeting held on ,april #bg it was resolved to issue the schemes to the managers1 impressing upon them the fact that the one object is to secure increased production of food4#i ,at ,grimsby a committee was appointed to consider the employment of children on gardens1 allowing an acre plot to each school1 and #be children1 under a teacher1 to work in cultivating it4 ,all these children are required to attend school in the morning1 and the consent of their parents must be obtained by them before they are permitted to begin afternoon work4 ,since1 as in ,lincolnshire1 the aim of the work is increased food production1 the crops derived from the cultivation of the land acquired by the town are to be divided among teachers and scholars engaged in the work4 ,in ,hull1 also1 the ,educational ,committee1 besides encouraging work in school gardens1 has authorized the labor of schoolboys in cultivating spare land in various places as a substitute for their usual manual training in the school shops4 #i ,london ,times1 ,educational ,supplement1 ,may #ag1 #aiag4 ,in ,hertfordshire there are school gardens for the production of potatoes1 parsnips1 beets1 and onions1 with school instruction in gardening given the pupils4 ,during the period for planting there is a schedule of half-time attendance4 ,in ,bradford the successful vegetable gardening is correlated with the school work in nature study1 composition1 arithmetic1 and drawing1 and emphasis is placed on the educational value of the productive work4 ,it is difficult for ,america to see the food crisis as do the nations which are near the exhaustion point4 ,while everyone must deplore the wholesale excusing of children to work without supervision1 we ought to watch with interest all schemes which will increase production and yet will keep younger children in school for full time and will permit those older to work part time4 ,this part-time work should be confined to the years of #ad to #ah1 except possibly in the case of work in the school garden1 where younger children may labor for short periods4 ,the appeal of ,neville ,chamberlain1 the ,director-general of ,national ,service1 in the spring of #aiag1 for volunteers from such boys as were able to make the sacrifice1 connects the need for agricultural labor with the necessity for providing proper supervision of the boys4 ,his plan for utilizing the labor of ,english schoolboys has many features similar to devices employed in ,massachusetts1 ,new ,york1 and ,new ,jersey4 ,it is well understood that an abundant supply of labor for the land during the coming summer months is an urgent national necessity4 ,many schemes have already been organized for the employment of soldiers1 women1 and prisoners of war1 but it is desirable to form a reserve of labor so organized as to be available at short notice4 ,for this reserve ,i turn to the boys at our public and other secondary schools4 ,during the last two years many of them have given valuable help in hoeing1 harvesting1 and timber cutting1 and at the present crisis ,i confidently hope that all for whom it is possible will make their services available both in summer holidays and1 if necessary1 during the coming term4 ,i have accepted the offer of the ,cavendish ,association to place at my disposal their organization1 which will act in conjunction with a committee--representative of schools and masters--having its headquarters at ,st4 ,ermin's1 and working under the director of the agricultural section of this department4 ,full particulars of the arrangements and procedure will shortly be issued by the committee4 ,the main points are as follows3 7#a7 ,the age of the boys permitted to volunteer should not be below #af except in the cases where the school authorities consider boys of #ae sufficiently strong to undertake the necessary work4 7#b7 ,the boys will be organized in squads of varying sizes1 each in charge of a master or other responsible person4 7#c7 ,it is proposed that during term time the period of continuous whole-time service should not exceed two weeks4 ,every effort will be made to find work for schoolboy volunteers in the neighborhood of the school1 but if the work lies at some distance from the school1 railway fares will be paid and careful provision will be made for board and lodging4 ,no boy will be expected to volunteer for service during term whose school work is of immediate importance2 for example1 a boy who is preparing for a scholarship examination4 ,i recognize that this part of the scheme may present some difficulties to all but the large public schools1 but ,i hope that some of the larger state-aided secondary schools may be able to join in it4 ,before doing so1 however1 they should communicate with the ,board of ,education4 7#d7 ,in the holidays they will work for not less than three or four weeks1 and it is hoped that1 if necessary1 they may have leave of absence from school until the end of ,september4 7#e7 ,the whole working hours will be carefully proportioned to the average strength of each squad1 and the wages adjusted accordingly4 ,if the total sum earned does not meet the cost of living1 the deficit will under special conditions be made up4 ,i trust that when the call for boys' help comes1 parents will recognize its urgency and will not hesitate to allow their sons to render this service for their country4 ,in ,germany there has been a systematic contribution from schools to agriculture since ,march1 #aiae4 ,authority was given to the respective school officials to grant the necessary leave of absence to older children for farm and garden cultivation4 ,with the increasing need of securing a sufficient supply of food for the nation1 excuses of pupils from school increased4 ,an additional service of pupils was required by an order issued on ,may #ae1 #aiag1 relative to combating fruit and vegetable pests4 ,looking forward to future scarcity1 ,germany1 with the help of the teaching staff and government leaflets1 next enlisted school children in the work of collecting field and forest edible products4 ,children were engaged in the work of gleaning1 and in the summer of #aiae the gleanings amounted to approximately #ej1jjj1 the greater part of which was turned over to the ,red ,cross as the children's contribution4 ,in the summer and autumn of #aiae the children aided1 too1 in gathering fruits4 ,during the following winter the schools gave instruction in the substitution of fruit products for fat and proteid4 ,these were pointed lessons both in frugality and in public spirit4 ,additional requirement of the children's services was made when the continued scarcity of fats made it imperative to conserve acorns1 horse-chestnuts1 and seeds containing oil1 the gathering of which was impossible without the aid of school children4 ,an order of ,august #ba1 #aiaf1 authorized the employment of children to take part in the extraction from trees in the state forests of resin needed chiefly for the paper industry2 and in the same season children were called upon to engage in the collection of kernels of cherries1 plums1 and apricots in enormous quantities for oil extraction4 ,the school administrators and teachers of ,america knew little1 if anything1 of the farm-placement ventures of ,european countries4 ,but they were told most emphatically in the spring of #aiag that the military force was but one factor in national organization1 and that the ultimate decision as to victory might well be with the farmer4 ,so in ,american fashion we started at it2 ,new ,jersey with its junior industrial army1 ,massachusetts with its bronze-badged boy farmers1 and ,new ,york with its farm cadets4 ,we all thought we were original1 and perhaps we were2 and yet it is certainly not new for schoolboys to work outside the school session when of proper age4 ,whether for the father or a neighborhood employer1 boys #ad and over have worked in stores and gardens1 in summer hotels1 in offices1 garages1 and manufacturing plants4 ,nor is it unusual1 for that matter1 to have the outside work cordinated with the school and receiving due credit in the curriculum4 ,the coperative high-school and vocational courses in many cities--,fitchburg1 ,beverly1 ,providence1 ,hartford1 ,indianapolis1 ,chicago1 and ,new ,york--are well known to those who are familiar with the extension and coperative efforts of our vocational schools4 ,furthermore we are familiar with the two types of camps3 the adult-labor and the recreation camp4 ,the work camp is much the older1 dating back to the building of railroads and the opening of lumber districts4 ,in the past decade the recreation summer camps have become a potent factor in secondary-school life1 making a complement of the school year's work by laying stress on the physical development of outdoor woodland and country experiences4 ,some of these camps1 while primarily recreational1 have had courses in manual training1 college preparation1 arts and crafts1 and languages1 yet so clearly is their play nature of chief importance that no one thinks of them as work camps4 ,now the farm-cadet movement involves the farm labor of the schoolboy1 who is sent out and credited for his work by his school and is added to a camp life where in a squad of his fellow schoolboys he is looked after by an appointed leader as if in a ,y4,m4,c4,a4 camp4 ,thus we have1 out of familiar ingredients1 a new compound1 bringing into relation the boy1 the parent1 the supervisor1 the employer1 and the school4 ,this agricultural movement in connection with the schools had its inception at the ,philadelphia meeting of the ,eastern ,arts and ,manual ,training ,teachers' ,association early in #aiag4 ,at once three ,eastern states--,massachusetts1 ,new ,jersey1 and ,new ,york--began to formulate plans for its operation4#aj ,for it was not to be the simple expedient of excusing boys from school to work on farms1 as has been the practice in many localities1 but a plan whereby the boy was to be retained in the school system1 substituting in his course during a portion of the year agricultural work for the academic and vocational studies of the regular curriculum4 ,in analyzing the problem it was found that there were three types of boys to be considered3 7#a7 the boy in a farming district1 who could be employed on the farm of his father or a neighbor2 7#b7 the boy in a town near an agricultural center1 who could be employed within a radius of a few miles of his home and school2 7#c7 the boy from a city1 who would have to be sent to distant farms and whose welfare would not be in the charge of his school principal and parents4 ,the case of the first boy is very simple2 the second is also easy of solution2 but if the third boy is to be used1 there will need to be a carefully worked-out plan for his placement1 record of work1 accommodations1 and general welfare4 ,it is for the third boy that the camp must be established1 where he will be looked after by a responsible person who will see that he has the proper tent1 board1 work1 and sanitary arrangements4 #aj ,california and ,indiana developed plans about the same time4 ,before the first of ,july1 #aiag1 the movement became quite general in ,america4 ,the plans of the different states for utilizing boy power1 while aiming toward the one desirable end of increasing our food production1 have differed widely in detail1 owing to the variation in the compulsory-attendance laws1 to the latitude exercised in some states in excusing boys prematurely1 and to the varying degrees of investigation of placement1 record of work1 and supervision4 ,all states agree in giving the boy who is excused for farm work credit in his school work4 ,canada1 too1 excuses boys over #ad for farm work1 allowing them full school credit for three months' labor4 ,while it may be urged that it is not pedagogically sound to give credit in one subject for the work in another1 a way out of the difficulty might be found in a rearrangement of the school year and vacations in districts where there is a large percentage of excused boys2 or special classes could be devised for these boys when they return to school4 ,in the large high schools shorter intensive courses could be included in the program so that the boy who was preparing for college would not lose his work in such subjects as ,english1 history1 and mathematics4 ,in the case of language and science there must be a loss which it is difficult to repair4 ,if the present conditions persist1 administrative ingenuity can solve the question of work and credits4 ,it is not one of the serious aspects of the problem1 provided always that there is no release of children below the compulsory-attendance age4 ,in ,massachusetts the work of mobilizing schoolboys for farm labor was in charge of the state's ,committee on ,public ,safety4 ,their principles in acting were as follows3 ,mobilize the schoolboys2 keep those under #af at home to work on home1 school1 and community gardens2 enlist the high-school boys between #af and #ah1 too young for military or naval service1 but old enough to render real service2 move them where farm labor is needed2 make them understand that enlistment for farm service is in all ways as patriotic as any other service for the nation's defense4 ,with the appointment of a subcommittee to formulate the detailed scheme of placement and supervision1 having ,frank ,v4 ,thompson1 ,assistant ,superintendent of the ,boston schools1 as chairman1 the plan for the coperation of schools with agriculture is1 for boys #af and over1 as follows3 #a4 7a7 ,the farm-labor service is to be recognized by a bronze badge containing the seal of the commonwealth and inscribed ,the ,nation's ,service and ,food ,production4 7b7 ,an honorable discharge1 similar to a discharge from the army1 containing the signature of the governor1 will be issued to boys who successfully complete their service on farms4 7c7 ,tufts1 ,boston ,university1 ,massachusetts ,institute of ,technology1 and ,massachusetts ,agricultural ,college have agreed to give a trial term or year to such candidates as present an honorable discharge1 without further entrance requirements1 provided their school work was satisfactory up to the time of leaving and the principal so recommends4 #b4 ,the existing school organization is used to conduct the enterprise4 ,for each #be boys enlisted a supervisor is appointed1 a male teacher of strong ability in the local school1--in towns where there are several supervisors1 either the superintendent of schools or the principal of the high school4 ,a general head supervisor in charge of the state work has an office in the ,statehouse4 ,each local head supervisor and each supervisor of #be boys receives the same sum 7#ajj71 the money being obtained from a local contingent fund1 from an additional appropriation1 or by subscription4 #c4 ,the minimum wage of the boys is fixed thus3 first week1 no wages1 but allowance of #b for expenses etc42 thereafter 7a7 boy living on farm1 not less than #d a week and board1 7b7 boy living at home1 not less than #f a week4 ,six days constitute a week4 #d4 ,the enlistment card and the issuance of honorable discharge are controlled by the general head supervisor 7,committee on ,public ,safety74 #e4 ,the enrollment for the period of ,may #a to ,october #a is made by the boy1 with the parents' consent and the school physician's endorsement4 ,when the boy is enlisted1 a numbered badge is lent to him1 for which he signs a receipt2 it is to be returned in case of unsatisfactory conduct or service4 ,he receives full credit for the year's school work4 #f4 ,inspection of the physical and moral conditions of the place of employment1 the choosing of the boys from enrollment lists1 and seeing that both boys and farmers are satisfied1 are part of the work of the appointed supervisors4 #g4 ,camps for the boys1 when local conditions require1 are established under the direction of the medical expert for the ,state ,board of ,labor and ,industries4 ,an expert on camps has supervision of the work of the executive committee in standardizing and inspecting camps and obtaining the equipment1 layout1 and food supplies4 ,with the coperation of farm bureaus thousands of circulars and labor-contract forms were sent to ,massachusetts farmers4 ,by ,june #af1 #aiag1 there were camps established at #ah points1 and arrangements completed to employ #ejj to #fjj boys from these camps4 ,in addition there were at least #ejj other boys released from school to work on home farms1 or living in farmers' homes4 ,an interesting feature of the ,massachusetts scheme was the working out of camp plans by the drafting students in the ,newton ,technical ,high ,school1 with detailed equipment of dining tent with wooden-horse tables2 sleeping tent with double-deck bunk2 latrine2 cook shack2 etc4 ,in its system for handling the supply of boy labor1 the state requires the farmer to sign a definite application blank for the amount of boy labor which he requires4 ,it is understood that while the boys are enlisted for the entire period up to ,october #a1 the farmer may take those boys for long or short periods of not less than a week in duration1 to begin or end at any time1 as the farmer's necessity requires4 ,this application made by the farmer is also an agreement to pay the wages stipulated by the ,committee on ,public ,safety and also to employ the boy on rainy as well as fair days1 using his services on rainy days under cover if possible4 ,further agreement is made1 in case the boy is unsatisfactory1 to give him one week's notice or one week's pay1 providing him with a statement in writing of the reason for his discharge4 ,whenever1 in the opinion of the local supervisor1 the conditions of living or of labor are not satisfactory1 the boy may be withdrawn without prejudice to him4 ,these arrangements insure that there shall be a coperative responsibility of farmer and state in caring for the boy4 ,in establishing the camps in ,massachusetts the money to start the work was chiefly supplied by individuals4 ,in the case of the ,new ,bedford contingent in ,coonamesett camp1 on an estate of #aa1jjj acres1 the boys were housed in militia tents1 lent by the state1--two boys to a tent4 ,for their tent furnishings the boys supplied whatever they needed4 ,a mess house--a rough board building #ge feet long by #ag feet wide1 providing eating quarters for the boys and at one end a cook room--was in part erected by the ,new ,bedford ,industrial ,school boys1 working under the direction of an experienced carpenter4 ,the laying of the #bejj feet of pipe to carry water to the camp was also the work of the same school4 ,the catering for the boys was under the direction of an experienced woman and two ,japanese cooks4 ,in the morning the boys started for the various farms1 those at a distance being called for by an auto truck4 ,in this camp1 for an eight-hour day and a six-day week each boy received a maximum wage of #d a week and board1 the weekly payment in charge of the supervisor4 ,the camp was fortunate in having as its directors the city superintendent of schools and a physical instructor1 the latter living in the camp4 ,in ,new ,york the placing of boys on farms has been the joint work of the ,food ,supply ,commission1 the ,state ,education ,department1 and the ,state ,military ,training ,commission4 ,while younger boys have been released for agricultural work by other agencies1 the state placement by the commission is concerned only with the boys of military training age--#af to #ai4 ,one of the first actions of the latter commission was to divide the state into #f military-training zones3 ,new ,york ,city 7including ,manhattan1 ,bronx1 and ,richmond72 ,long ,island1 including ,brooklyn2 ,hudson ,valley1 with center at ,albany2 ,east ,central1 at ,syracuse2 ,west ,central1 at ,rochester2 and ,western1 at ,buffalo4 ,next1 a description was obtained of the character of the work in each zone4 ,for example1 the ,hudson ,valley ,zone as far as ,albany requires labor in harvesting small fruits and general farm work1 while the ,west ,central ,zone work is that of muck farming1 large-fruit farming1 and general farming4 ,each zone center has its individual office through which placements are made4 ,meetings were held the latter part of ,april by zone supervisors and farm-bureau managers1 and attended by farmers' and fruit growers' associations who stated what they needed and what they would contribute in wages and housing for boy workers4 ,the inducements for enlisting offered by the state to boys released from school work were the chevron given by the ,military ,training ,commission1 to be awarded after thirty days' satisfactory work2 the military-training-equivalent value of the service2 and the promise of proper pay and care by the employer4 ,as to credits1 so important in the ,new ,york system1 farm cadets were permitted to take the ,regents' examinations though the course lacked a few weeks of completion1 the time requirement being waived in their case4 ,any pupil in the schools of the state who enlisted for military service 7this applied to the colleges7 or who rendered satisfactory agricultural service was credited with the work of the term without examination1 on the certificate of the school that his work up to the time of enlistment was satisfactory4 ,new ,york is an agricultural state1 with a great variety of kinds of farming and many districts remote from centers of the supply of labor4 ,the agricultural census1 to which reference was made in ,chapter ,,ii1 supplied data for determining the districts where and when labor was most needed and where schoolboys could be most useful4 ,for example1 in ,orleans ,county1 in the ,western ,zone1 the demand varied from #afc laborers needed early in ,may to #aeba needed in ,october1 an indication that there was really more reason for excusing boys in ,october than in ,may for work in peach- and apple-harvesting districts4#aa ,conspicuous among the types of ,new ,york farms where labor was sought were the great fruit farms1 such as the ,sodus ,fruit ,farm1 with a house on the shore of ,lake ,ontario able to accommodate #ajj boys1 where it was planned to harvest the entire peach and apple crop with schoolboy labor2 the vast tracts owned by the canning companies1 with thousands of acres of tomatoes1 beans1 and corn under cultivation2 and the farms such as those in the ,south ,lima district1 where there was muck farming and where the work included the cultivating1 sorting1 and packing of onions1 lettuce1 celery1 and spinach4 ,calls were sometimes made upon the state for as many as #aejj boys to assist in harvesting4 ,it was therefore necessary for the state to work on a large and definitely planned scale4 #aa ,the following statistics for ,orleans ,county show how agricultural help is needed1 as indicated by the census taken by school children3 ,may #aj-bj #afc ,aug4 #ba-ca #egc ,may #ba-ca #afe ,sept4 #a-aj #aaeg ,june #a-aj #bbg ,sept4 #aa-bj #acjh ,june #aa-bj #beg ,sept4 #ba-cj #acag ,june #ba-cj #bga ,oct4 #a-aj #aeba ,july #a-aj #eah ,oct4 #aa-bj #aejj ,july #aa-bj #ebf ,oct4 #ba-cj #adce ,july #ba-ca #ebc ,nov4 #a-aj #ch ,aug4 #a-aj #dhf ,nov4 #aa-bj #ac ,aug4 #aa-bj #eed ,nov4 #bj-cj #a ,naturally the first boys to be placed were those residing in or near farming districts4 ,when1 however1 the supply of these boys was exhausted1 the call came1 even from remote districts1 for city boys4 ,in these cases the problem of transportation becomes serious1 as well as the housing and care of the boy in the new environment1 where association with other help is apt to be harmful4 ,the following description of a ,new ,york ,state camp is offered not only because it has proved to be highly successful but also because it affords an excellent illustration of the farm-working1 or labor-distributing1 camp1 which is defined in the chapter following4 ,it was called ,the ,erasmus ,hall ,high ,school 7,new ,york ,city7 ,potato ,growers' ,association1 and was organized by ,f4 ,a4 ,rexford1 a teacher who is much interested in agriculture and in boys4 ,illustration3 ,working and living in the berry fields4 ,one of twenty-five camps in the ,highlands of ,new ,york ,state4 ,illustration3 ,agriculture on a ,western basis brings lessons in organization1 coperation1 and economy to ,eastern boys4 ,city boys working on a large farm near ,phoenixville1 ,pennsylvania4 ,illustration3 ,employing able-bodied boys of city high schools for farm production may become permanent4 ,it may lead to the development of country annexes to our city schools4 ,camp near ,phoenixville1 ,pennsylvania4 ,the object of the association1 which was formed in the school1 was originally fourfold3 7#a7 to teach the farmer that the alert city boy can and will perform agricultural tasks2 7#b7 to increase the food supply2 7#c7 to relieve the help situation by organizing a group of boys to work by the hour or day1 and to recruit boys to work by the month for individual farmers under supervision2 7#d7 to fit boys for military service if needed4 ,ten boys from the school left ,new ,york on ,may #e1 each armed with the money necessary to pay such expenses as carfare1 food1 laundry1 rent of an acre of land1 seed potatoes1 phosphate1 team hire1 and spraying materials4 ,they went to ,mr4 ,rexford's farm1 located up-state4 ,the ,new ,york ,tribune contributed some money1 and one of the teachers in the school advanced #fj for the boys to grow potatoes for him4 ,some frail boys1 whose parents wanted them to go for their health1 were refused4 ,at first the farmers were skeptical4 ,the boys1 however1 went to work on the land which they had rented from ,rexford4 ,in a week they began to attract attention and farmers began to hire them4 ,rexford knew some of these farmers by reputation4 ,he believed that men who cannot keep their own boys at home cannot succeed with boys from the city4 ,he was in the habit of having a straight talk with the employing farmers1 telling them that the boys must be treated squarely4 ,a large milk-distributing corporation offered to take every one of his boys1 but he argued that it could afford to hire men and did not need boys1 as did the farmers who could not obtain other help4 ,it is evident that large farmers have capital and backing1 while it is the individual farmer struggling with hard conditions who must have help4 ,most of the boys who are with farmers by the month come back to the main camp every ,sunday morning for physical examination1 general assembly1 and to go to church4 ,this coming back to the camp keeps before them the idea of a camp for farm cadets4 ,they return to their work ,sunday night4 ,for those boys who go out by the week the teacher makes an arrangement whereby the farmer brings them back to the camp on ,saturday night and comes for them the following night4 ,the people in the community in which the camp is located have established a nonsectarian church in an old cheese factory which has been purchased for #bjj4 ,occasionally a minister from a near-by town comes and speaks4 ,the camp has a professional cook1 who was obtained from a college fraternity1 and the boys pay pro rata4 ,the first expense was about #b4ej a week for each boy1 but prosperity has provided means for the boys to spend more4 ,all vegetables which the boys raised and which they did not use on the table were canned by the cook and ,mrs4 ,rexford1 and they will be used in the early part of next year1 before the fresh vegetables are available4 ,local store men have coperated in giving the lowest prices1 feeling that otherwise the trade of the camp would go to the city1 and therefore choosing the opportunity of large business with aggregate large receipts on small profit4 ,breakfast consists of fruit1 cereal or eggs1 and milk1 cocoa1 or postum1 and sometimes corn bread or griddle cakes4 ,the boys carry a cold lunch with them1 consisting of a pail of cold cocoa2 four good thick sandwiches of peanut butter1 meat1 or jam2 a piece of frosted cake2 and a banana4 ,sometimes they take a pot of jam1 which is disposed of by the group4 ,for dinner they have a roast or steak2 potatoes and other ordinary vegetables 7beans1 peas1 lettuce1 carrots72 shortcake or pie or pudding2 cocoa1 postum1 or milk4 ,the boys take care of their own beds1 wash the dishes1 and keep the place clean4 ,they have a study hour every evening from eight until nine1 and the same is true of the boys placed out with farmers4 ,one boy1 going to ,princeton in the fall1 kept up his studies and took the ,regents' examinations at the country school1 passing them with as good a mark as he would have obtained at his home school4 ,after drill on ,sunday morning the boys at camp have a baseball game4 ,they have had entertainments for the benefit of the ,red ,cross4 ,in the group at camp are the gold-medal orator of the school1 two excellent pianists1 four mandolin players1 and a whistler4 ,all the boys are good singers4 ,rexford's application blank asked for the weight1 age1 previous experience in farming1 church preference1 and habits as to smoking4 ,the teacher had the coperation of the farm bureau4 ,the farmers wrote to the bureau for help2 ,mr4 ,rexford and the farm-bureau manager went to each farmer1 looked over the situation1 and if everything was satisfactory1 furnished the workers4 ,mr4 ,rexford will not leave boys on any farm without proper supervision4 ,he visits the boys once every week1 neither the farmer nor the boy knowing when he is coming4 ,at first no wage scale was set1 the arrangement being that the farmer should pay what the boy was worth4 ,if he was worth nothing1 then it was all right1 and the boy ought to be the first one to know it4 ,however1 most of the boys started at #bj cents an hour2 soon this was raised to #be cents1 and now the pay is #cj cents4 ,most of the farmers in the vicinity had never done any spraying4 ,they now apply to ,mr4 ,rexford when they want such work done and he sends out two boys and horses and his own spraying outfit4 ,the work is done at a cost to the farmer of about #gj cents per acre for spraying potatoes1 in addition to the material2 that is1 #be cents per acre for each boy's work and #bj cents expense on the spraying outfit1 for nozzles etc4 ,there was no illness among the boys during the summer1 not even colds4 ,sometimes the boys got wet through1 but came home1 took a dip in a hole in the creek1 and followed it by a good rub4 ,meanwhile quite a number of ,new ,york ,city men teachers under the leadership of two camp supervisors1 ,h4 ,w4 ,millspaugh and ,h4 ,j4 ,mc,creary1 and acting under the authority of the ,board of ,education1 started out to sell something they did not have to somebody who did not want it4 ,but these men had the courage of their convictions and the results of their work 7over twenty camps in two counties7 give ample evidence of the success of their venture4 ,imagine the surprise of the fruit growers of the counties named when they received the following circular letter3 ,it is proposed to bring a large number of boys from the high schools of ,new ,york ,city to pick fruit in the fruit belt of ,orange and ,ulster counties4 ,in carrying out this plan it will be necessary to have the full coperation of fruit growers1 school authorities1 parents1 health authorities1 and others4 ,the part of the fruit grower will be roughly as follows3 ,he will provide housing facilities1 stove1 fuel1 refrigeration1 either by ice box1 cellar1 or spring1 convenient water supply1 toilet facilities satisfactory to the board of health1 straw for mattresses1 cooking utensils1 working conditions that will enable the average boy to earn a respectable wage1 and a sympathetic attitude toward the comfort and health of the boys4 ,each boy will provide his carfare to and from the fruit section1 provide his own knife1 fork1 cup1 plate1 spoon1 wash basin1 tick for mattress1 pillow1 blankets1 etc41 and pay for his food and cooking4 ,boys will mess in groups of #ab to #be or even more4 ,each group will have a capable boy cook and in camps of over #bj1 two boys4 ,the first boy will receive #d a week besides his meals1 the second boy #b4ej a week and may earn some more by picking fruit4 ,a teacher supervisor will supervise one large or two or three small camps and advise as to preparation of food1 buy supplies1 and act as camp director4 ,regarding cooking outfit to be supplied by the fruit grower1 it may be said that all except stove and ice box can be purchased new for about #aj4 ,it is desirable that these be ordered by the camp director1 who will judge the size and kind and take advantage of wholesale rates4 ,an oil stove and oven is recommended unless a suitable stove is on hand4 ,inexperienced boy cooks cannot be expected to satisfy a score or more of hungry boys with equipment discarded by the skilled housewife4 ,it is further understood that these boys will not work on ,sunday nor will they be located on farms where farm help is not treated with consideration4 ,an illustration of a concentration and training camp is that established by the state of ,maine4 ,this state1 in coperation with the state ,young ,men's ,christian ,association1 developed a state camp for the purpose of enlisting and training boys and young men to supply the extra demand for farm labor made necessary through the increased-acreage propaganda4 ,the boys were organized under the title of ,the ,junior ,volunteers of ,maine4 ,they were virtually farm soldiers of the state1 and were sworn to obey all rules of the camp before and after leaving it for the farms on which they were placed4 ,the boys are sent out in squads to work in different sections of the state1 as opportunity may offer1 under the direction of competent adult leaders4 ,these leaders have full charge of the boys until they return to the mobilization camp4 ,when a boy comes to the camp he is examined for his moral and physical qualifications1 and then is assigned to a company and to a tent4 ,the adjutant general provides necessary tents1 uniforms1 and camp utensils4 ,the boy is instructed with others in the squad how to pitch a tent and pack camp utensils1 and he is also given lessons in sanitation and the elements of military drill4 ,he has a lecture every day given by a professor of the state agricultural college4 ,he also works on the ,y4,m4,c4,a4 farm1 which is being used for this purpose1 and is taught the use of machinery1 and how to manage and care for horses1 sharpen tools1 and milk cows4 ,it is not claimed that a week of this sort of training makes the boy a finished farmer1 but it does go a long way in that preliminary education so essential to farm-mindedness4 ,by the time the boy gets to the farmer he is in excellent shape to understand the orders of his employer4 ,in the words of the director of the camp1 ,he is ready to begin actual service as a trained novice4 ,before the boy is admitted to the camp a searching examination is made into his character and antecedents1 and some responsible person must answer certain confidential questions relative to the boy's physical1 mental1 and social habits4 ,after the boy is admitted to the camp he takes an oath in which he states that he will serve as a junior volunteer for farm service in ,maine until the last day of ,october1 unless sooner released by the governor of the state of ,maine4 ,a charge is made on the farmer of #a a day for each of the six working days1 and it is expected that if the boys show themselves worthy of more1 the farmer will recognize this and make a satisfactory adjustment with the leader4 ,in addition to the minimum charge of #a a day the farmer is required to furnish board4 ,as a rule1 however1 the boys sleep in near-by tents with their leaders4 ,the farmer is not required to pay transportation or other charges4 ,the farmer's agreement is with the state and not with the boy1 as the scheme works on the basis that the young men have been engaged by the state for farm service and as employees of the state receive their pay through the regular state channels4 ,on the first of ,july more than #dej boys had been trained and sent out to various points in the state4 ,the following letter from the director-general of the camp gives in a word his experience with these boys3 ,we feel that this movement can be justified from any one of a half-dozen standpoints4 ,we are taking city boys and in a few weeks giving them a few carefully selected fundamental principles relating to practical farm activities1 which has enabled them to go out to the farms under our leaders and give satisfaction4 ,we have not had a single complete failure yet4 ,only #c boys out of #fjj employed for the season have been changed because they could not fill the requirements4 ,the way these city boys have taken hold of farm work has been wonderfully gratifying4 ,in connection with this training1 we are conducting our camp along lines similar to camps of ,national ,guardsmen4 ,the whole organization is nearly identical with the regular army camps4 ,while the training is not so extensive1 the boys are given the fundamentals in correct form4 ,the spirit and general training at the camp will be of great value if any of these boys are ever called into the service4 ,another important possibility1 and from my experience with city boys1 a probability1 is that some of these boys will become sufficiently interested in agriculture to choose it as a vocation1 while others will choose it later in life as an avocation1 because of this experience4 ,another mobilization camp of the labor-distribution type1 with some training features1 was that of the ,long ,island ,food ,reserve ,battalion4 ,this organization was initiated by the ,nassau ,county ,y4,m4,c4,a4 and supported financially and morally by the ,long ,island ,railroad1 the state agricultural school at ,farmingdale1 and by local residents4 ,a detailed description is unnecessary4 ,there were #f camps under this organization scattered over the island1 in each camp #dh boys under a supervisor1 a military instructor1 and squad leaders 7#a squad leader to approximately every #g boys74 ,the last camp was developed at the state school of agriculture with a group of #if boys working in two shifts1 one beginning at #f ,a4,m4 and stopping at #ab noon2 the other beginning at #ab noon and stopping at #f ,p4,m4 ,a regular course of agricultural instruction was carried on at all the camps4 ,lectures have been given in entomology1 farm chemistry1 and marketing4 ,during the first month of the first camp it was difficult to place the boys4 ,the idea was not well received by the farmers1 who claimed that the presence of boys would demoralize their regular help1 and that the boys would not recognize the different vegetables and would hoe out corn as quickly as they would pigweed4 7,one boy in a ,new ,york ,state camp did carefully hoe out and pull up every corn plant for a half-day1 leaving weeds47 ,during the height of the season these same farmers were driving to the camps and offering from #b to #b4ej a day for the same boys that they had laughed at hiring for #a4be a day at the beginning of the installation of the camps4 ,the flying-squadron idea is unique4 ,an auto truck1 with a trailer for tentage and supplies1 is always ready to respond with its load of boys to an emergency call to save some particular crop4 ,the group composing this squadron is made up of hand-picked boys who are qualifying for squad-leader positions4 ,an example of a camp which was conducted in such a manner that the boys lost the minimum of school work is that of the ,bushwick 7,brooklyn1 ,new ,york71 ,high ,school ,camp ,squire near ,hicksville1 ,long ,island4 ,the organization of this camp is interesting1 not so much because it was established with the purpose of making it self-supporting1 but rather because it provided definite opportunities for continuing with school studies4 ,the initial amount of about #age was subscribed by teachers1 and the tent and mess house1 intended formerly for harvesters1 was lent by the farmer on whose grounds the camp was placed4 ,the leader of this camp1 a teacher in the same school from which the boys were recruited1 planned1 after the schools opened in ,september1 a day of work and study1 coaching the boys in their school subjects1 so that with at least three hours of study per day the boys were enabled to keep up with their classes while at work harvesting until the middle of ,october4 ,in this1 as in other successful camps1 the boys formed a unit organization before going to camp1 and had the advantage of a sympathetic instructor of academic and agricultural experience to enforce voluntary school discipline4 ,the boys were paid #bj to #be cents an hour1 working for neighboring farmers from #g ,a4,m4 to #c ,p4,m4 ,the rest of the day was divided into silent study1 consultation1 and recreation hours4 ,it is expected that this camp1 which will doubtless be permanent1 will become self-supporting in its second or third year and the initial outlay will be returned4 ,the farm-camp idea is here to stay4 ,of that we are sure4 ,the purely recreational camp is a thing of the past4 ,the days of the purely work camp of ten to twelve hours a day ought to be over4 ,work1 play1 and study in the future will be brought together in the summer time as effectively as during the so-called regular season4 ,next year1 and in the years after1 we shall organize this work around some educational ideal and not merely around a necessity for food-production4 ,the two are by no means incompatible4 ,this year we have learned how not to do it1 as one camp leader put it4 ,in some instances the boys went home with less money than they had at the start4 ,in brief they paid the farmer for the privilege of picking berries4 ,particularly in berry picking there was much piece work1 and such may carry with it nearly all the evils that it does in the factory4 ,mr4 ,keller1 a thoughtful leader of a ,new ,york camp1 says in this connection3 ,judging the fair wage from the earnings of the expert is manifestly unfair4 ,it means that the average boy must be speeded up beyond his point of endurance1 or that he must receive less than a living wage4 ,the possibilities of speeding up are limited1 and so the alternative is longer hours4 ,furthermore it is necessary for the government1 state or national1 to take a hand in the distribution and the sale of farm products4 ,it made me sick at heart1 on a trip of inspection to #be camps1 to see hundreds of boys at work picking berries under the hot sun in a service supposedly patriotic1 and then to see the same berries1 which had been sold by the growers at a price not much above that of other years1 resold to the consumer at double the price of other years1--and always with the remark3 ,you know labor is scarce this year1 and the farmers cannot get help4 ,the result of it all has been that the consumer1 for whom the work was done1 has been disregarded4 ,from the point of view of social reconstruction1 education1 food production1 and conservation only the surface has been scratched4 ,the state must take the initiative1 assuring the consumer a moderate price for the product1 and the farmer1 the dealer1 and the boy a fair return for their service4 ,the boy is not merely a labor unit in the conservation of food4 ,he is the essential feature of an educational program4 ,the experience of the past summer proves that with centralization1 organization1 and an educational vision as fundamental sub-divisions of a far-sighted state policy the placing of boy labor on farms could become a valuable and permanent by-product of the war4 ,,chapter ,,xi ,,the ,,organization ,,of ,a ,,cadet ,,camp ,in organizing camps for supplying cadet labor it is well to keep in mind that they are to be established on the basis of a business proposition2 that they are not primarily play camps or recreational camps2 that they are not to be located on a river or lake because there happens to be a good place for boys to swim1 if there are not paying jobs near that river or lake on which the boys may work2 that they are not to be established at random without reference to the continuity of work during the season1 or without any real knowledge of the local demand for labor4 ,out of considerable experience during the past year it has been discovered that there are three great elements3 first1 the boy2 second1 the farmer2 and third1 the job4 ,in addition there are the elements of leadership1 of housing1 and of cooking4 ,of course there must also be considered the elements of recreation1 religious observances1 and the general social life of the camp4 ,with reference to the boy it would seem that he ought to be one of a group which belongs to a public-school system1 or to an institution1 or to some society or organization which is ready to coperate in placing him in a farm camp4 ,we are hardly prepared as yet to take individual boys1 unassociated with any organization1 and bring them together in a camp where the lack of unity will give the leader little hold4 ,a number of boys from ,new ,york ,city were picked up at random and sent out to a distant place up-state under the direction of a leader who had never seen them before4 ,the boys had not met one another until they were put on a train in ,new ,york4 ,not coming from any single school or organization1 they felt no particular responsibility to anyone4 ,all they knew about the proposition was that they were to go to a certain place1 where they would be met by someone who was to conduct them to a camp4 ,they were undisciplined and later proved to be unmanageable4 ,at the very start the plan lacked that cordinating influence which would have existed if the leader had been a teacher in a school from which these boys had come as one group1 or if a ,y4,m4,c4,a4 boys' secretary had organized a group from his association4 ,of course1 some day a way may be found to bring together a group of boys independent of previous association and place them in a new environment in about the same way that adult labor is gathered up in the streets of ,new ,york and shipped by employment agencies to some distant point4 ,but boys are not men4 ,the responsibility of sending a more or less irresponsible youth to a distant point by the same methods that are used by employment agencies in sending men is too great for any state or community to undertake4 ,it is generally understood that the best boys for farm work are those who are over #af years of age4 ,this is true1 of course1 of boys who engage in general farm work1 such as plowing1 milking1 horse cultivating1 haying1 and harvesting grains and potatoes4 ,many such boys were placed in the dairying and general-farming regions of ,new ,york ,state4 ,these boys1 in most cases1 lived with the individual farmer and were paid by the month4 ,but it has been found from experience that the #ad-year-old boy is often better adapted to certain types of farm work than is the older boy4 ,for example1 the young boy1 with his adolescent enthusiasm1 his nimbler fingers1 and his general physical alertness1 is more desirable for picking small fruits1 such as strawberries1 currants1 raspberries1 blackberries1 gooseberries1 and cherries4 ,the #ad-year-old boy must1 however1 work on a different basis from the one who is over #af4 ,it is necessary for the boys to pass a physical examination1 because no state authorities care to assume the responsibility of taking the physically unfit4 ,it is taken for granted that the boy is to fit into the organization of the camp as a business proposition and that he is to stick to his work1 pay his share of the cost of the food and its preparation1 respond to leadership1 and in every way do his part toward promoting the general efficiency of the camp4 ,the enlistment blank used by the ,new ,york ,state ,military ,training ,commission is shown on page #bgf4 ,the farmer is as important an element as the boy2 yes1 even more important1 for the boy gradually loses his individuality in the camp conscience4 ,the individual farmer remains an individual4 ,he has his notions of what boys can do2 he compares the work of the inexperienced boy with the adult foreign labor which he has previously employed4 ,the latter has1 until very recently1 been available4 ,women with their children came to his farm and picked the small fruits without much regard to the length of the day's work or to living conditions1 and1 of course1 without any reference to the social life of the community4 ,this labor went out as it came in4 ,if it did not like the job because the pay was insufficient1 it demanded higher wages and got them or left the job and moved on to the next one4 ---------------------------------------- ----------------------------- ,,new ,,york ,,state ,,military ,,training ,,commission ,,bureau ,,of ,,vocational ,,training ,,enlistment ,,as ,,farm ,,cadet ,name ,residence,street ,ageyr4 ,heightft4in4 ,weightlb4 ,place of enlistment 7,name of institution1 club1 or association7 ,i desire to enlist for farm work ,kind of work desired2 as and will report for service3 picking fruit1 vegetable gardening1 general farming1 etc4 ---------------------------------------- ---------------------------- ,from mo4dayto mo4day ,from mo4dayto mo4day ---------------------------------------- ---------------------------- ,can you drive a team8,can you milk8 ,can you drive an automobile8 ,state briefly any other farm experience you have had4 ,i have examined the applicant and do assert that he is physically fit to do farm work4 7,physician's signature7 ---------------------------------------- ----------------------------- ,i permit7to enlist for farm work as stated above 7,parent or guardian7 ---------------------------------------- ----------------------------- ,it did not mind shacks which lodged vermin4 ,it was not particular about sanitary conveniences2 it was not particular about anything except wages4 ,in shifting from adult foreign labor to boy labor1 the farmer was obliged to readjust his mental attitude4 ,not only that1 but he often had to readjust the physical1 economic1 and social conditions on his farm4 ,in ,april1 at the time the ,new ,york agricultural census was taken1 the farmer said that he needed labor4 ,he even said he would take boy labor1 but when it came actually to engaging such labor1 he was inclined to ridicule the idea4 ,untrained city boys were not in great demand in ,may1 but when the foreign labor did not appear on the scene and strawberries were ripening on the vines1 the farmer suddenly discovered that he could use the untrained city boy4 ,but he had expected the boys not only to work as many hours but also to pick as carefully and as much as adults4 ,he expected the boys to work at the same price as had foreigners for years past1 regardless of the advance in price of food and the standards of living4 ,of course he was disappointed1 and this is where the leader of the camp1 through his authority1 represents the interests of the boys and the newer conditions of farm labor which have come out of the employment of boys4 ,an instance of what happened in ,highland1 ,new ,york1 will illustrate the power of leadership on the part of a camp leader and the coperative instinct of a group of city boys who have considerable familiarity with the principles of strikes1 lockouts1 picket duty1 and street-corner oratory4 ,the boys were being paid one and one-half cents a quart for currant picking4 ,in years past this had been the usual rate4 ,they could1 on the average1 pick about #dj quarts a day1 which brought them #c4fj a week1 assuming that they worked for six days in the week and there was no rain or other interruptions4 ,meanwhile each boy's proportion of the board at camp amounted to about #c4ej a week4 ,at this point a combination of training in school debating1 listening to speeches of industrial disturbers1 and a knowledge of trade-union methods came into play1 for these boys gathered together and determined to demand two cents a quart4 ,they held a meeting and voted to strike for two cents4 ,they marched around the berry-storage houses1 each wearing an empty berry basket as a cap1 on which was marked two cents and which was decorated more or less artistically with bunches of currants4 ,a meeting of all farmers of the district was called by the general camp supervisor of the district4 ,the boys had presented their arguments to the individual camp leaders1 and in turn the supervisor presented them to the farmers4 ,the farmers1 in turn1 presented their difficulties4 ,they said they could not afford to pay more2 talked about middlemen1 commission-men1 express rates1 greater cost of baskets and crates1 mortgage on the farm1 and everything1 in fact1 except the federal income tax4 ,but the boys won out1 and the meeting resulted in a new price never before paid for picking currants4 ,and the boys who1 up to then1 had been able to pick only #dj quarts a day1 were able to gather many more after the advance in rate1 picking #fj quarts a day instead of #dj quarts4 ,there are people who can read into this short story an economic principle4 ,it is absolutely necessary to have a clear understanding between the boy-camp group1 through its leader or the organization sending the camp1 and the individual farmer or the group of farmers employing the boys1 as to fundamental points of remuneration1 type of work expected1 length and permanency of service4 ,the boy-camp-group problem is wholly different from the problem of the individual boy who works for an individual farmer and has no established relations with any camp4 ,the latter is a contract relationship between the boy and the farmer4 ,the farmer usually hires the boy by the month for general farm work1 and the duties incident to such a job are familiar to everyone4 ,the hours may be long or short1 the work hard or easy1 the food good or bad1 the boy's room clean or unsanitary2 but there is nothing unusual in this problem4 ,the one which is discussed here is that of the labor camp1 where a group of boys are projected into a strange community to work at a job unfamiliar to the majority of them1--working for a farmer or a group of farmers who have never before employed such a type of labor4 ,any single employer of farm labor who is in a position to employ a group of boys may be assumed either to be conducting a large farm on which there is a great diversity of crops extending over a wide range of time of harvesting1 or to be a specializing farmer working in an intensive way on a comparatively small area with special crops which are harvested in short periods of time4 ,perhaps it may be better to think of three types of jobs1 or rather1 three types of employers who have jobs to be filled by groups of boys4 ,first1 there is the individual farmer who is a specialist4 ,such employers grow berries and other small fruits4 ,here the boys get very little farm experience4 ,they do obtain an idea of country life1 and they have excellent camp experience1 but in order to learn much about the fruit and berry business they ought to be on the farm during the time of spraying1 pruning1 and fertilizing4 ,in reality these boys are but factory hands under farm conditions4 ,of course this type of work is extremely well adapted to the inexperienced boy4 ,second1 there is the type of employer represented by the vegetable grower4 ,in this case it is readily seen that crops are put into the ground as early as ,april1 and seeding may continue until the fifteenth of ,august1 and with weeding1 thinning1 and cultivating1 the work may continue practically throughout the season4 ,the harvesting of certain crops may start late in ,june and continue until the ground freezes4 ,in this work the boys obtain the very best sort of farm experience outside of that obtained from general farm work4 ,the work which they do is diversified1 and they learn about many farm operations4 ,third1 another type of employer is the business organization made up of farmers2 as1 for example1 the shippers' or growers' association1 where a group of farmers unite under a more or less compact organization for the purpose of raising and moving crops4 ,another illustration--somewhat different for the reason that the organization is not made up of farmers1 but rather is allied with farmers--is that of a canning company4 ,in working for such a type of employer the boy may or may not gain considerable agricultural experience1 depending entirely upon whether he is working on diversified crops for long periods of time or doing specialized harvesting4 ,it is necessary to keep in mind these different types of work as represented by different types of employers4 ,it is clear that in some sections1 under certain agricultural conditions already described1 the job might be guaranteed a group of boys from the middle of ,april until the first of ,november1 with almost steady work for six days in the week4 ,the nature of crops and weather conditions determine continuity of work4 ,a heavy rain means a good deal of cultivating and weeding immediately afterward in order to conserve the moisture4 ,a light rain means that the boys can work for part of the day in the fields1 while in the case of small-fruit farming even a slight rain prevents the picking of the fruit4 ,again1 in vegetable farming a boy may work all day if the fields are not too hot1 without any injury to his health or to the crops1 because the vegetable plants cannot be injured by handling1 no matter how hot it is4 ,in the case of the specialized farmer1 there is little or no guarantee for work beyond a short and definite period2 that is1 the period is necessarily short1 but whether or not it is definite depends a great deal upon the weather and prices of crops4 ,it is obvious that an abundant crop might cause a low market price1--a price too low to pay for picking1--and employers who early in the season thought that they wanted a group of boys might decline to accept them at the last moment4 ,they might even contract for the boy-labor camp and after the boys had picked for a few days desire to drop the whole enterprise because of a fall in the market price1--a fall which would not be evident until the crops commenced to come4 ,or1 again1 the employer might contract for a camp of boys to pick strawberries1 for example1 and complete arrangements might be made for bringing the boys to the locality1 only to have the camp project abandoned because a week of rain had absolutely ruined the strawberry crops4 ,such an experience was met in ,new ,york ,state the past season4 ,a hailstorm in ,chautauqua ,county completely destroyed in a few minutes the prospects of a camp for the harvesting of tomatoes4 ,now1 it is evident that it is a difficult matter always to guarantee a job4 ,the ,bureau of ,vocational ,training of the ,military ,training ,commission of ,new ,york ,state requested the zone representatives in the farm-placement bureaus to see to it that jobs were guaranteed to boys and that the time of service1 place of service1 and pay should be clearly stated4 ,it furthermore recommended that the job should be guaranteed in writing by a single farmer1 by a group of farmers1 or by the corporation desiring these boys2 that the employing party should state the kind of work1 the pay1 the number of boys needed1 the duration of service1 the living conditions1 the provisions made for the food supply for the first week1 and so on4 ,it made it clear that there should be an assurance in writing of what the boys were to expect1 and that someone should be delegated to see that the employer lived up to his agreement4 ,out of a theory not based upon any previous experience it was obviously easy to write up such a statement1 but to expect it to be carried out without a hitch in all parts of the state and for all kinds of work and all types of employers1 not taking into consideration climatic and market conditions1 to say nothing about the prejudices and idiosyncrasies of employers and boys1 was to count the chickens before they were hatched4 ,about all that can be said at this stage of this movement is in illustration of the way the job guarantee was handled4 ,in what follows it must be kept in mind that much of what has been said or what may be said about the proposition of guaranteeing the job is not at all difficult to carry out in the case of general farming and is only moderately difficult in the case of vegetable growing4 ,every camp failure due to the lack of a workable contract justifies the original contention that guaranteeing the job is extremely important4 ,,memorandum ,,of ,,understanding ,,in ,,reference ,,to ,,the ,,south ,,lima 7,,new ,,york7 ,,camp ,between the ,new ,york ,state ,military ,training ,commission ,farm-,cadet ,bureau1 ,west ,central ,zone 7,nathaniel ,g4 ,west1 ,field ,inspector1 ,rochester1 ,new ,york7 and the ,growers' and ,shippers' ,association of ,south ,lima1 ,new ,york4 99 99 99 99 99 ,the ,farm-,cadet ,bureau1 ,west ,central ,zone1 agrees3 #a4 ,to furnish #be or more unskilled farm cadets1 #af to #ai years of age1 for labor on muck and upland farms4 #b4 ,to furnish a camp leader1 who shall have general charge of the camp of boys1 who shall hire out the boys to near-by farmers1 collect all wages1 and purchase supplies4 #c4 ,that the camp leader shall keep an accurate account of all wages paid to farm cadets and percentage collected1 such accounts to be open for inspection by committee designated by the ,growers' and ,shippers' ,association4 #d4 ,to furnish a competent camp cook who shall prepare all meals for the farm cadets4 #e4 ,to pay each week1 through the camp leader1 to the ,growers' and ,shippers' ,association a sum for overhead expenses1 as explained below1--such sum to be procured by adding to all wages earned by the cadets a sum equal to five per cent of such wages4 ,the ,growers' and ,shippers' ,association agrees3 #a4 ,to provide work1 as continuously as possible1 for each of the farm cadets in the above camp from ,june #aa1 #aiag1 to ,november #c1 #aiag4 #b4 ,to pay wages for each farm cadet at the rate of #b per day's work1 such day's work not to exceed ten hours4 #c4 ,to pay at the end of such week to the camp leader all wages earned by farm cadets during that week4 #d4 ,to pay in addition to the above wages a sum equal to #e per cent of the wages1 such sum to be turned over to treasurer of the ,growers' and ,shippers' ,association for payment of overhead expenses of the camp4 #e4 ,to arrange for rental of suitable quarters for the cadets1 furnish two ranges and fuel for same1 furnish #bg or more cots1 tables1 benches1 and chairs for the quarters1 install a telephone1 and arrange with local grocer for two weeks' credit for the camp leader for the purchase of supplies4 #f4 ,to pay for the items mentioned under #e1 above1 out of the #e per cent received from the camp leader1 as agreed above4 ,,massachusetts ,,plan ,,of ,,individual ,,agreement ,,with ,,farmer ,to the ,committee on ,food ,production and ,conservation 7,department of ,mobilization of ,schoolboys for ,farm ,service7 ,dear ,sirs3 ,i hereby apply for boys to be employed by me as general farm labor according to the terms and regulations on the reverse side of this application4 ,i shall require these boys to begin work upon and probably require their services1 if satisfactory1 until ,i agree to pay each boy #d per week for the first two weeks1 and #f per week thereafter2 such payment to be made on ,saturday of each week4 7,afterwards changed1 see chapter on ,farm ,cadets1 p4 #bej47 ,if the boy lives in a camp1 ,i agree to pay #d per week for his board1 and if he lives with me1 ,i will furnish his board2 the above to be in addition to his wages4 ,i agree to employ the boy on rainy days as well as fair days1 and on rainy days to use his service as far as possible under cover4 ,i agree1 if the boy is unsatisfactory1 to give him one week's notice or one week's pay1 providing him with a statement in writing giving my reasons for his discharge4 ,whenever in the opinion of the local supervisor1 the conditions of living or of labor are not satisfactory1 the boy may be withdrawn without prejudice to him4 ,the nature of the work for which the boy is required is ,sign here 7,farmer7 ,phone ,street address ,date ,town ,the right leadership in a camp is very essential4 ,the camp1 after all1 is but the lengthened shadow of its leader4 ,it is not difficult to write the qualifications essential to leadership in a boys' farm camp1 but it is another matter to find any one person who will fill all the conditions that are peculiar to a labor camp4 ,a hundred-point man capable of measuring up to the problems involved in camp leadership must have had experience in school or ,association work4 ,he would have knowledge of cooking utensils and personal equipment necessary to take to camp2 capacity to arrange for transportation for the boys by the most direct1 convenient1 and economical route2 ability to deal successfully with the problem of the first night in camp1--a night when boys cannot or will not sleep1 when they are stirred up by the novelty of the situation4 ,he would be able to recognize good1 substantial1 nourishing food1 and to see that the boys had proper food in such an emergency as the camp cook's suddenly being taken ill or deserting his job4 ,he would have had experience in adjusting working conditions1 would know how many quarts of fruit1 for example1 the average boy can pick2 would be able to help these boys get the most out of their work by showing them the most effective method of harvesting2 would understand how to use first-aid equipment4 ,he would have to see that the boys kept up correspondence with their homes4 ,he might have to sit up all night with a boy who had eaten more fruit than was good for him4 ,the right leader will also have to think of reading matter for the camp and of the problem of having the boys attend church services on ,sunday when the membership of the camp has varied religious beliefs4 ,he may have some orthodox ,jews in camp when the country village has only a ,methodist church4 ,he must satisfy the boys who want to have a minstrel show1 or the townspeople who offer to entertain the boys4 ,he may even have to arbitrate in labor disputes4 ,he may be the local placement bureau4 ,he should be able to drive an automobile1 in order that he may carry a flying squad five miles from camp for a day's work for a farmer who is in immediate need4 ,he must be able to answer the questions asked on blanks sent out by the state departments of agriculture and education1 by city boards of education1 by state ,y4,m4,c4,a4's1 by child-labor bureaus1 and by all other organizations more or less directly interested in the new aspects of old problems4 ,if the boys have been excused from school1 he must certify that their labor-camp work has been equivalent to the school work which they otherwise would have had4 ,he must be the banker of the camp and help the boys conserve the money which they earn4 ,he is accountable to the group for the expenses of the camp1 in order that these may be divided pro rata4 ,he must be able to buy supplies at the least cost4 ,it is with deliberate intention that this list has been made lengthy and of wide range1 in order to show that no man exists who could meet adequately every condition imposed4 ,he is bound to be born short1 as ,william ,hawley ,smith would state it1 on some of these angles4 ,if he is a social-minded man of the ,boy ,scout or ,y4,m4,c4,a4 type1 he will be long on entertainments1 recreation1 food requirements1 knowledge of personal equipment1 group work1 first aid1 and sanitation4 ,if he is of the school-teacher type1 he will probably be strong on discipline1 efficient in looking after details of school credits1 camp expenses1 records1 moral conditions1 letter writing1 and keeping boys busy4 ,if he is a technical man in agriculture1 he may know nothing about baseball on ,saturday afternoon or how to organize a minstrel show1 but he will probably know how to do more than keep boys busy4 ,he will keep them effectively busy2 that is1 he will arrange to have certain boys do the lines of work adapted to their skill and knowledge4 ,he will discover ways of utilizing the labor of the unskilled boy4 ,he will be able to judge whether or not a boy is working to his full capacity1 and he may be somewhat pitiless if the boy does not measure up to a farm-labor standard4 ,in other words1 such a man will be very largely interested in a working camp4 ,he will be interested in meeting the conditions imposed by the farmers4 ,he will know that the berries must be expressed by four o'clock and that the picking may have to stop promptly at two4 ,he will know that a leaky crate of raspberries means a low price for possibly a whole carload4 ,he will be less interested1 perhaps1 in the balanced ration and more interested in using the products of the community on the camp table4 ,he will not be interested in the records required by school officials so much as in those expected of him by the farm-bureau agent4 ,in short1 his idea is to promote agriculture and not to promote the county ,y4,m4,c4,a4 movement1 the back-to-the-farm movement1 or any other movement which may be allied with the farm-cadet service4 ,it is not possible to find any one man who is socially1 pedagogically1 and agriculturally minded4 ,if he claims to be good in all three fields he probably is mediocre4 ,the experience of the past year1 however1 shows some remarkably fine work done by leaders of boy camps4 ,some have been public-school teachers who have given their summer services for nothing or for a nominal fee4 ,some have been released from their duties as ,y4,m4,c4,a4 secretaries in order that the association might make a contribution to the farm-cadet movement4 ,some have been physical directors in public schools4 ,some have been scout masters among the ,boy ,scouts4 ,others have been agricultural teachers who saw that this work was1 after all1 in the line of their usual duties4 ,the following illustrates one of the hundred things which a camp leader must know about3 ---------------------------------------- ------------------------------ ,,instructions ,,to ,,farm ,,cadets ,,enlisted ,,for ,,camp-,,squad ,,service ,,in ,,new ,,york ,,state ,,what ,,to ,,take ,,necessary ,,articles ,bed sack #ge #cj inches 7to be stuffed with straw at camp7 or cot mattress2 enamel-ware plate1 cup1 saucer1 sauce dish1 also knife1 fork1 and spoon2 dinner pail or box1 two heavy blankets1 small pillow1 working clothes1 sweater1 gymnasium shirt1 raincoat or old overcoat1 heavy shoes1 toothbrush1 tooth powder1 small mirror1 towels1 extra socks1 rubbers or rubber boots1 extra underwear1 hairbrush1 comb1 soap1 handkerchiefs1 pajamas1 a good disposition1 and a spirit of loyalty to the camp and its aims4 ,,desirable ,,articles ,musical instruments1 camera1 baseball1 glove1 bat1 needles1 thread1 safety pins1 notebook1 pencils1 writing paper1 envelopes1 good books1 magazines4 ---------------------------------------- ------------------------------ ,the methods of housing the boys differ widely4 ,ordinarily one thinks of tents as being the most feasible1 but the scarcity and high cost of such equipment during the past year prevented the boys from living under canvas4 ,generally speaking1 it would be better to think in terms of something more permanent than tents1 as these do not last more than three years1 and if the camp idea of harvesting crops by the use of boys is to continue1--and many believe it will1--it is advisable to plan for a permanent and inexpensive type of building4 ,a rough board shack with a good roof is highly desirable in the early spring days and in the late fall4 ,many of the cadets in ,new ,york ,state camps were quartered in berry houses 7which are really packing and storage houses located in the berry fields71 in vacant houses1 in schoolhouses1 in grange halls1 and in buildings located on the fair grounds4 ,most of these berry houses were two stories high1 the first floor being used for the commissary department and the second floor for dormitories4 ,in such cases the berries were packed in temporary shacks adjoining the berry houses4 ,in other cases the boys have used the first floor for a sitting room and built a rough shack back of the berry or storage house for kitchen and dining room4 ,one of the most significant camping places was that of a two-room schoolhouse1 where cots for fifty boys were put into the rooms1 and the basement was used as a kitchen4 ,the boys built a table outside and put up a canopy over it for a dining room4 ,they next dammed up a brook which ran back of the schoolhouse and made what they termed a bathtub1 which was capable of holding about six boys at a time4 ,they also put into fine condition the rather disreputable schoolhouse latrines4 ,these boys made the schoolhouse ring at night with their popular school songs2 the old piano did its best to bring together the heritages of the ,east ,side and of the ,highlands of the ,hudson4 ,there are several ways of making provision for camp equipment4 ,one is to develop1 under state1 county1 or local auspices1 a series of permanent camp quarters located in small-fruit1 large-fruit1 and muck-land districts4 ,this equipment need not be expensive4 ,it will be located very near the source of labor demand and can always be used1 whether boy or adult labor is employed4 ,fruit and produce growers and kindred establishments have in the past provided1 more or less1 for such an equipment4 ,another plan is to use schoolhouses1 grange halls1 vacant farm buildings1 and agricultural-fair equipment4 ,it is unfortunate that so much property ordinarily used for public purposes lies idle for long periods of time4 ,some may say that the city boy will not leave country property in good shape1 but experience so far has shown that the city boys have left things better than they found them4 ,still another type already spoken of is tentage1 and perhaps the best way to provide such an equipment is to have the state furnish it through the adjutant general's office4 ,the sanitary aspects of any type of camp are highly important4 ,in ,massachusetts the committee of public safety1 which established boy camps1 required that the sanitary conditions of these camps should be inspected by the board of health1 and the committee furnished full directions and a blue print for the building of a sanitary latrine4 ,some of the camps burn their garbage in home-made incineration plants4 ,ordinary garden hose with a watering-pot sprinkler attachment1 or an elevated barrel with a sprayer attached1 and filled by the use of a pail and ladder1 were shower-bath devices worked out by the boys in various camps4 ,all the camps devised some method of keeping food cool1 ranging from those that had a real city ice chest down to those that cleaned out a spring and set in it a bottomless1 covered box4 ,the job of feeding boys in camp is not a sinecure4 ,every scheme has been tried1 from engaging at a salary of one hundred dollars a month a ,pullman dining-car chef down to1 or shall it be said up to1 a boy cook4 ,the cook problem in a labor camp is as difficult to handle as is the so-called servant problem of the city4 ,the average cook knows more about cooking than he does about dietetics4 ,he is very likely to lack adaptability4 ,he is usually untrained for camp cooking and is not particularly open to suggestions4 ,experience seems to show that the best cook is the one who has done work in a ,y4,m4,c4,a4 camp or in a ,boy ,scout camp4 ,of course1 this year there was a great scarcity of the latter class to be found1 as they were needed in their own organizations1 and therefore many camps were obliged to employ a local woman of the matronly type to cook for the boys2 sometimes an experienced camp leader has developed some good cooks among the boys in camp4 ,perhaps the best results1 however1 were obtained from boys who before the opening of camps were given from two to four weeks of camp-cooking instruction in the school system from which they came4 ,these boys were ready to use the products of the localities1 such as peas1 beans1 tomatoes1 radishes1 lettuce1 and corn1 while the professional cook often seemed more familiar with the use of the can opener4 ,the quantity and variety of food was practically in the hands of the boys themselves1 assuming that the cook was a good one4 ,if the allowance of fruit for breakfast1 for example1 consisted of four prunes or one banana or half an orange1 and the group as a whole desired a larger portion1 it was perfectly possible for them to secure it by so voting1 for it must be remembered that the food expense of the camps was divided pro rata among the boys4 ,under these conditions1 however1 it was found that the boys were very economical and frowned upon the few malcontents who wanted to gorge themselves4 ,the cafeteria style of serving prevailed generally4 ,providing amusements in recreation camps is always a problem1 but farm cadets require little in the way of entertainment after eight or ten hours of field service4 ,camp-fire talks on agriculture1 corn roasts1 toasting marshmallows1 giving musical entertainments and minstrel shows1 holding mock trials1 playing baseball on ,saturday afternoons or ,sundays1 constitute the chief forms of recreation4 ,in every instance the lads have been well received in the local communities4 ,they were popular features at church entertainments1 ,red ,cross benefits1 and country sociables4 ,often the boys1 especially in the berry-picking regions1 went swimming about #d ,p4,m41 after the crates had been sent by the afternoon express4 ,in every instance the village church and the county ,y4,m4,c4,a4 took an active interest in the farm cadets4 ,many of the boys played musical instruments1 and their confidence in themselves was contributory to many supplementary boy choirs4 ,the country pastors evidently made it a point to do what they could for the pleasure of all the boys1 and without exception there seemed to be no religious distinctions4 ,in some camps the ,catholic priest expressed his fatherly feeling for the lads4 ,in others the ,jewish and ,catholic boys attended the union village church4 ,in brief1 the boys entered into the spirit of the rural life1 and both the country folk and the youth of the city were the better for it4 ,a study of the different camps in operation in various parts of the country seems to indicate that they might be grouped under six heads as follows4 ,i4 ,concentration1 or training1 camps4 ,these are usually located in agriculturally strategic sections of the state1 where boys may receive preliminary training in camp life and in farm work under disciplinary and instructional conditions4 ,of course such a camp can do nothing more than give the boys a training in the elements of farm activities 7such as harnessing a horse1 running a hand cultivator1 using a hoe1 driving a team7 and serve as a trying-out period for weeding out boys who are unsatisfactory4 ,these camps cannot be considered places which will give a preliminary agricultural education1 for that is very different from giving a preliminary idea of farm operations4 ,after these boys have received a course of such training1 they are sent out under leadership to work in a section of the state where a group may work for one farmer and live at the camp meanwhile or may work for individual farmers and live with the employer4 ,obviously it is taken for granted that such a camp is located in a good agricultural section and that its surroundings have something more than fine swimming holes or beautiful scenery4 ,these boys must be trained in an environment and under conditions similar to the farm life in which they are to participate later4 ,it would seem that the agricultural colleges of the country and the secondary schools of agriculture would1 generally speaking1 offer splendid locations for establishing training camps4 ,here would be found1 or ought to be found1 good land4 ,this is not always true1 because occasionally an agricultural college has been located irrespective of good land4 ,the technical and dormitory facilities1 however1 would be available for the boys in training4 ,,ii4 ,farm-working1 or labor-distributing1 camps4 ,these are concentration camps in a certain sense1 but they are located directly in the farm district where the boys1 after receiving their preliminary training1 are to find work in the community adjoining the camp4 ,several camps of this order have started out with the idea of giving a preliminary training in agriculture in the camp itself1 and have borrowed or bought farming implements and teams and leased land in order to give the training4 ,but in the majority of cases this idea was abandoned1 for it was found that these boys could receive all their preliminary training with the farmers1 provided the leader of the camp could establish helpful relations between the boy and the employing farmer and could1 out of his wisdom and experience1 protect the boy in the early stages of the work and guide him in all its stages4 ,in other words1 in this type of camp a city man1 acting as leader1 comes into a community with a group of boys who live at the camp but receive their training with the near-by farmers4 ,a labor-supply camp1 composed of able-bodied boys1 is a type which adequately meets the need at small expense4 ,,iii4 ,military farm-training camp4 ,this is a type of camp where city boys1 under the direction of a school or some organization1 go into a farming community and open up new land which otherwise would not have been put under cultivation4 ,these boys stay at the camp during the season4 ,they do not work for the farmers near by1 or1 at least1 not ordinarily1--the intention being to establish a self-supporting and self-maintaining camp for the use of the boys who attend4 ,the land is tilled1 the seed planted1 and the harvest gathered for the benefit of the boys4 ,any profits are given to the boys or to the school1 and any expenses for conducting the camp1 or overhead charges1 usually come out of the organization or school represented4 ,it is questionable whether1 generally speaking1 this type of camp is on a sound economic and agricultural basis4 ,if such a camp could be carried on for a number of years with a strong school or other organization behind it1 and plenty of capital1 it is very likely that it would succeed4 ,it takes capital to establish good soil conditions and purchase tools1 farm machinery1 and stock1 and to put up buildings4 ,it is a highly desirable type of camp to consider in terms of many years or where a school wishes to give its boys a military and farm experience4 ,but in the food emergency through which the country is now passing1 it is doubtful if this type of camp should ever have been started4 ,it is1 however1 an excellent type to establish as a permanent adjunct to a city school system4 ,,iv4 ,coperative camp where the boys share in proceeds4 ,this type of camp is practically like ,,iii1 and if the farm land is new and the camp leader is untrained in agricultural operations and the boys are unskilled1 it is about as likely to be doomed to failure as is the other4 ,v4 ,the village- or country-school type of camp4 ,this is a camp where the schoolboys1 under the leadership of a teacher1 go to the outskirts of the village and develop a garden4 ,if the land is good and the teacher knows agriculture and the boys attend to business1 they will most certainly receive an excellent practical training useful to them in life4 ,they will have learned how to work in the soil1 how to work together for a common purpose1 how to stick to a job until it is finished1 how to look ahead from the time seed is purchased until the crop is placed in the hands of the customer4 ,all these things are good and they are useful to any boy1 but1 of course1 from the standpoint of increasing the food supply in any large way through the growing of wheat1 feed corn1 oats1 rye1 buckwheat1 potatoes1 and large fruits there is little to be said4 ,the work is to be commended on the basis of its value to the individual boy4 ,,vi4 ,short-term camp1 sometimes called flying squadron4 ,this type of camp is advisable only in an intensive-farming region where quick service for the harvesting period is needed4 ,the squad itself will serve to keep a balance between the demand for labor and the supply4 ,it is easy to picture a fruit region around and through which are a number of camps4 ,each one ought to be working to the limit1 but1 of course1 as a matter of fact in one section there would be a greater demand for boys than could be met by the local camp4 ,it is at this time that the flying squadron comes in1 when1 in response to the ,,sos call1 a group of temporarily idle boys from one camp may be sent to another camp which is short of help4 ,,chapter ,,xii ,a ,,summarized ,,program ,,of ,,action ,out of this war we are going to have a new spirit and method in education4 ,england has already begun to evaluate its present system4 ,it has issued a report on the assistance which education1 if properly directed1 can give to industry and commerce after the war4 ,the results of a recent investigation afford--so the report states--a convincing proof of the necessity of improving and extending the provisions hitherto made for instruction and training in scientific studies as a necessary foundation for fruitful research4 ,the report goes on to say that1 in a sense unknown to former generations1 ,england has become a part of ,europe2 and in the interest not merely of commerce but of the intelligent conduct of national affairs an adequate knowledge of the languages--and1 through the languages1 of the literatures1 histories1 and civilizations of ,european countries--should be in the possession of a far larger proportion of its population than in the past4 ,it states that particular subjects of instruction in the high schools and institutes cannot be divorced from the consideration of their organization and of their curricula as a whole1 if a proper balance of studies is to be secured and if higher education is to be truly liberal and humane in its spirit and influence4 ,it insists that access to the schools must be rendered easier for native ability wherever it is found1 and affirms again and again that the needs of the nation cannot be satisfied merely by changes affecting higher education or by a provision of educational facilities confined to scholars of special gifts and abilities4 ,it closes by saying that the future will make new and increased demands1 especially in a democratic community1 on the health1 character1 and intelligence of every citizen2 and these demands can only be met by comprehensive and far-reaching improvements and developments of elementary education4 ,illustration3 ,military engineering will become a popular and necessary part of the curricula of our colleges and technical institutes4 ,a class in suspension-bridge work at ,wentworth ,institute1 ,boston1 ,massachusetts4 ,illustration3 ,military preparedness of college boys and schoolboys includes other activities than merely drilling4 ,trench drainage1 one of a score of war emergency courses1 at ,wentworth ,institute1 ,boston1 ,massachusetts4 ,illustration3 ,returned convalescent soldiers1 who would be idle but for the opportunity offered to brush up their education4 ,ogden ,military ,convalescent ,hospital4 ,illustration3 ,a corner of the printing and photo-engraving shop at ,manitoba ,military ,convalescent ,hospital1 ,winnipeg4 ,these men have been assigned to courses of reducation because of inability to return to their former occupations4 ,the individual-industrial-efficiency idea which we obtained from ,germany will have to be interpreted in ,america not for military purposes1 but in terms of personal and vocational service for the nation4 ,just as the academic militarism of the ,old ,world has been found wanting and has been gradually transformed into the mobilization of all forces behind the lines on an entirely new basis and conception of what may be done by a people in time of war1 so we in this country shall learn that we may in times of peace1 through efficient and effective living1 prepare for defense4 ,in this preparation we may learn that improved elementary education1 that vocational training1 that bringing into the schools the ,boy ,scout spirit1 that teaching of sanitation and personal hygiene1 that organizing our courses on a unit and project basis1 that developing systems of student service in school life1 that extending school facilities to adults1 and a hundred other things which have been thought of as fads and pedagogical idiosyncrasies will1 to quote the ,new ,york ,state law relative to military equivalents1 specifically prepare for service useful to the state in the maintenance of defense1 in the promotion of public safety1 in the conservation and development of the state's resources1 or in the construction and maintenance of public improvements4 ,truly1 a program for peace as well as for war4 ,the school board and its executive officer1 the superintendent1 should do everything to save the school buildings for school purposes4 ,they are literally factories turning out1 it is hoped1 handmade products2 and in time of war their service should be increased rather than diminished4 ,to use them as hospitals will be a mistake1--better by far confiscate department stores4 ,bring the war into the schools in the spirit already interpreted in preceding chapters1 but do not take the schools into the war4 ,do not eliminate studies indiscriminately4 ,evaluate if you will1--and this is always well1--but wholesale cutting out is to be avoided4 ,it may be that the cost and value of instruction in freehand drawing will have to be compared with the permanent value of the study of ,latin4 ,it may be that instead of adding to the vocational department a machine-shop equipment1 which is always expensive1 it will be discovered that a coperative course can be developed1 employing the equipment of a neighboring factory1 and that all the school need furnish is a teacher for blackboard work in mathematics1 drawing1 and science4 ,it is likely that a longer school day will be advisable and also a longer school year4 ,it is quite probable that the introduction of the methods of the ,boy ,scout movement into the public schools will be found superior to some of the present teaching of nature study1 recreational work1 civics1 and conduct4 ,provision must be made for filling the places of the male teachers who will be drafted4 ,many of these will be instructors in science and mathematics4 ,it ought to be possible to secure the services of retired civil or mechanical engineers for teaching these subjects4 ,it is feasible to draft into service married women who have once taught4 ,it is to be hoped that the government will eventually recognize that educational enterprise as well as industrial enterprise ought to furnish grounds for exemption4 ,as war comes closer to us provision must be made for keeping the schools open twelve months in the year1 and from eight in the morning until ten at night for six days in the week4 ,every child up to the age of #ad must be kept in school4 ,it is the best place for him1 provided1 of course1 the school rises to its full height1--and it is taken for granted that it will4 ,the physical condition of the younger children especially should be watched very carefully4 ,the teacher should discover the conditions at home4 ,it may be that some pupils have had no breakfast and are not likely to have a suitable lunch or even a supper4 ,some will have to be fed in the schools1 and here is an opportunity for the older girls in domestic-science classes4 ,some will report certain home conditions that will require that the school make a report to the local ,red ,cross chapter or some other relief agency4 ,again there is opportunity for the older girls to serve through their knowledge of home nursing1 infant feeding1 and first aid4 ,if the war strikes us hard1 we may have to think of part-time work for children above #ad1 but we must never let the children get away from us as they have in ,england4 ,we must control the exodus4 ,we must not abrogate the existing compulsory-attendance laws and the existing labor laws4 ,we must not interpret these laws with laxity and shut our eyes while the children go by us on their way to work4 ,we may do well to amend these laws if in so doing we can incorporate useful labor into the educative process4 ,in other words1 we must be constructive in any part-time measures which are adopted4 ,the educative value of profitable labor need not be lost4 ,it will be well for us to look into the real value of military training for schoolboys before we adopt in a wholesale fashion obsolete militarism4 ,the value of wooden-gunism is questionable4 ,physical training1 vocational training1 athletics1 ,boy ,scout work1 team play1 and discipline are far more valuable4 ,military drill given in addition to these activities may be advisable4 ,however1 on this point there is still a difference of opinion4 ,but to give formal military instruction without considering its adaptability to the methods used in modern warfare and the training incident to effective preparation for them is neither military preparedness on the one hand nor sensible educational procedure on the other4 ,school boards ought to organize at once vocational courses to secure state and national aid1 and seek from the legislature state aid for directors of community gardens1 as1 from now on1 these will be a permanent feature of community life4 ,some sort of provision ought to be made relative to bringing agriculture into the city school or taking the city boy to agriculture4 ,a country branch of a city school is possible4 ,play and recreation centers must be developed4 ,the increase of juvenile offenses in both ,england and ,france during this war has been tremendous4 ,many of these offenses are committed by children who are still at school4 ,there is much evidence that owing to the absence of military service of their fathers1--and1 perhaps even more1 of their elder brothers1--the industrial employment of their mothers1 the darkened streets1 and other circumstances1 many school children are suffering from the lack of proper care and discipline and are exposed to serious risks of deterioration4 ,these conditions have been mitigated through the establishment of evening play centers1 which provide the children with suitable occupation and amusement after school hours4 ,the principal of a school can play a large part in a war-emergency program4 ,he can develop the idea of ,war ,savings among the children in his school4 ,announcement has been made that the government intends to develop the ,war ,savings ,certificate plan of ,england4 ,these certificates are perhaps better adapted to persons of small means than a ,liberty ,bond4 ,the ,united ,states ,treasury ,department has set forth a plan for advertising and selling these certificates through the public schools of the nation4 ,the aim is to have every pupil an owner of a little baby bond and a participant in a democratic plan of government security4 ,a campaign for thrift has been started4 ,the schools must do their part4 ,the principal can organize patriotic meetings at which he can explain the purposes of the ,red ,cross1 the ,liberty ,loan1 and the garden and conservation movements4 ,he can distribute pamphlets relating to war service4 ,in a small community he can be the leader of the ,red ,cross movement1 only he must always remember that he is to work with state and national organizations and is not to write to ,washington when he can perhaps step across the street to local headquarters or write directly to state headquarters4 ,of course1 he will follow closely the printed directions with reference to bandages1 shipping1 etc41 for the general organization has put more thought into it and gained more experience than he could possibly gather4 ,obviously the principal ought to allow no competition between school organizations and local organizations4 ,if the local organization is strong and effective1 he ought to work under it4 ,if it is not1 he may well work over it4 ,by all means he should inform pupils of the meaning of the war1 that they in turn may carry word to their parents2 and such work is not always limited to districts where people are foreign born4 ,there may be as much need for such work in the ,west as in ,new ,york ,city4 ,a ,western farmer is reported as saying that he did not care who owned the country or whether the ,germans took it or not so long as he sold his wheat crop4 ,the principal may direct a state census on some particular data for which state authorities may call4 ,he should bring together various bulletins issued by state and national governments which concern food production and conservation1 sanitation1 public health1 nursing1 dietetics1 etc41 and by publishing lists of such material in newspapers and posting them on school bulletin boards1 bring the information within them to the people who need it most4 ,he should make the hall exercises in the school mean more than ever4 ,let us hope that ,america may be sung with more vim1 and that the principal will know the second stanza4 ,the ,marseillaise and other national songs of our allies may be sung4 ,of course a service flag made by the girls in the school hangs prominently in the assembly hall1 and each of its stars speaks for a teacher1 a student1 or a graduate who represents the life-giving contribution of the school to the cause of democracy4 ,the country-school principal has a great deal to do4 ,his work differs from that of the city principal in that he may be a recognized leader in almost everything1 while the city principal must necessarily coperate with individuals and organizations4 ,the principal in the open country can be the local agent for seed and fertilizer and for the distribution of farmers' bulletins4 ,in fact1 he may be the local representative for the state departments of education1 of agriculture1 of labor1 and of health4 ,he ought to use judgment in excusing boys from school for farm work4 ,he will know the exact circumstances under which a boy goes to work4 ,he will know whether he is working on his father's farm or that of a neighbor4 ,he can help that boy with his lessons so that he can do some studying at home and keep up with his classes4 ,and in the late fall1 when the boys return to school from their farm work1 he can organize a special class in order that they may satisfactorily make up their studies4 ,this extra work on his part and that of his coworkers will make one of the answers to the call to the colors which comes to every man and woman in this country4 ,a city principal can organize an agricultural course in his city school1 and obtain a state-aided teacher for giving agricultural theory in the winter in connection with biological science1 and have this teacher take a group of boys into the country in the spring4 ,he can always think of his boys as going out to farm work on the basis of an organized group1 and on that basis only4 ,a teacher from his school might go with these boys and serve as their leader4 ,it is probable that educational experiments of this nature will lead eventually to country branches of city schools4 ,it is clear that the industrial and trade schools1 because of the very nature of their purpose1 may render unusual service1 but they must start out with the idea that they are to take their directions from the state boards of control of vocational education rather than go off at a tangent independent of any state or national movement4 ,it must be remembered that provision has been made for a national system of vocational education with a ,federal ,board of ,vocational ,education guiding it1 and that every state board having charge of vocational education is working in conjunction with the national board4 ,we must keep in mind that the ,federal ,board of ,vocational ,education is in close touch with the ,national ,council of ,defense at ,washington1 and consequently with all departments of the national government which concern war measures4 ,for a local school to jeopardize its chances for national and state aid through failure to follow a program provided by these authorities1 or to develop types of work which are out of accord with national needs1 will not be the part of wisdom or common sense4 ,these schools must not forget that their primary function is to make mechanics and not army supplies1 but if they are called upon to do the latter work1 or if they can do it effectively1 they must make it educational in its aim and not merely productive work4 ,state officials ought to have inventories made of the equipment of the vocational schools1 with a census of the experience and training of the instructors1 and a state study ought to be made of plans to train workers for the different branches needed4 ,such a study would point out how the semiskilled may become skilled1 how the unskilled may become semiskilled1 how the necessary training may be given to specialist tool makers1 and how there can be developed a type of industrial work suitable for women and girls4 ,the directors of trade schools will provide opportunities for the training of foremen in evening classes1 or at other times if necessary1 using methods of instruction which will increase their skill in dealing with green help or unskilled laborers4 ,these men will adjust the evening schools to run the year round1 and also provide for off-time classes4 ,in vocational schools of the commercial order1 of which we have very few in the country1 provision will be made for short-unit courses in commercial practice for women and girls to fit them to take the place of men drafted4 ,as has already been stated1 it is very likely that the day vocational schools will have comparatively few pupils during the war period1 as young persons who ordinarily go to these schools will have readily obtained work in factories4 ,however1 such youth can still be instructed if the school will go to the factory and there establish training courses4 ,the present is a good time to develop commercial courses which have a vocational purpose1 and which have methods more in accord with the definition of vocational training4 ,the commercial departments in the majority of our high schools rather indifferently train stenographers1 typists1 and clerks4 ,they do not even attempt to train salesmen and saleswomen1 index and statistical clerks1 comptometer operators1 etc4 ,very few of the commercial courses have either the definiteness of aim of the industrial and trade schools or the practical contact with actual commercial practice which will be necessary if they are to meet the requirements of modern business4 ,commercial schools have not yet caught the spirit of part-time1 off-time1 or short-unit programs4 ,the manual-training teacher will find plenty to do2 that is1 if the state departments of education furnish him definite data and specifications for war-emergency work4 ,it will be practically useless for him to carry on special work in any large way unless the field of service of the boy workers is organized in some such way as is the ,red ,cross work4 ,if boxes are needed for packing supplies1 a working drawing of the same ought to be furnished by the state department4 ,if hospital furniture1 such as bed racks and tables1 is needed1 the articles should be standardized in order that they may be made in quantities and may be serviceable when they reach the source of need4 ,the same is true of splints4 ,the reason for the great accomplishment of the ,french and ,canadian boys in the making of splints used temporarily on the field of service is that they have been furnished with very definite directions as to size1 material1 and method of making4 ,it cannot be too emphatically stated that the war-service work of the elementary and secondary schools needs definite direction from the state departments of education if the unity of effort based upon directions common to all are to result not only in effective work but also in fulfilling the social and civic purposes which are behind the service4 ,this is an opportune time for the manual-training teacher to abandon his set of models4 ,they should have been set aside long ago4 ,his war-service duties will give an additional motive for socializing his work4 ,in small cities and villages where there is plenty of land available for cultivation the director of manual training1 on the first of ,may1 ought to change his title and assume his duties as director of community gardens4 ,he should have been preparing for this work by giving instruction in garden work in the manual-training room during ,march and ,april4 ,meanwhile he should have interested adults of the community in the plan of a garden where both old and young might work1 and should have brought together civic forces to accomplish the purpose--a purpose which is educational1 social1 recreational1 and useful4 ,dealing with boys under fifteen1 as the average manual-training teacher will1 it is possible for him to develop a type of manual arts which will serve to create or arouse a set of industrial interests helpful to the boy in determining his life career4 ,with every temptation to a pupil to leave school1 the manual-training teacher will now have an unusual opportunity to make his work so attractive and economically so helpful that the boy may see the advantage of paying no attention to industrial-service inducements4 ,this is a time for increasing the field of usefulness of the industrial arts in connection with the problems involved in the junior high school4 ,this type of school is certain to meet with increased favor during and after the war1 and the reasons are both educational and administrative4 ,so much has already been said in several places in this book about the service which cooking and sewing teachers may render1 that it is hardly necessary in this place to do more than give a very brief summary4 ,as supplies for cooking lessons become more expensive1 the cooking teacher must make more of demonstrations to pupils1 and less1 perhaps1 of actual practice4 ,the war recipes which she uses must be mimeographed or printed and given the pupils to take home4 ,she must organize classes for adults in unit courses and hold them afternoons and evenings4 ,in fact1 she might well have the mothers come with the children during the regular session and receive some special instructions which the children receive4 ,she will be busy the year round2 her larger work will begin when the schools close1 in that she will start her canning and community-club work4 ,a situation can easily be conceived wherein she will have in reality very little teaching responsibility in the classroom4 ,she will be looked upon as the community organizer for all types of food conservation1 and some of her older girls will1 in all probability1 be teaching in the regular classes4 ,of course1 she will interest all the children in the school in saving bottles1 jars1 crocks1 large-mouthed bottles1 tumblers1 small wooden pails1 etc4 for containers for the jams1 preserves1 and fruit juices which will be put up4 ,she will obtain all the new bulletins on processes of drying and dehydrating4 ,perhaps she may have initiative enough to discover a fruit crop which will not be picked except through her efforts4 ,perhaps she will find an orphan asylum in the community filled with boys and girls who can pick this fruit crop4 ,the sewing teacher has more than enough to do4 ,if the ,red ,cross chapter does not keep her busy1 then she can keep the chapter active4 ,with the price of materials as high as it is now and the quality as poor1 there is plenty of opportunity to look over1 in every home1 the last year's wardrobe4 ,she might organize a ,thrift ,club4 ,enthusiastic youth will do almost anything under the name of club4 ,it is to be hoped that every girl in the school above the age of ten will enroll in the sewing class and not sit idly by while a few do all the work4 ,very likely the household-arts teacher will organize a home-cadet unit1 just as the boys will be organized into farm-cadet units4 ,the girls will have their pledge of loyalty and perhaps will wear their chevrons1 badges1 or buttons1 and will enroll for specific work in food1 clothing1 or shelter projects4 ,the agricultural teacher will have more than he can do4 ,an effective teacher in normal periods is always busy with his supervision of home-project work1 preparation of material for classroom teaching1 gathering of laboratory exhibits1 etc4 ,but in war time he must carry on his shoulders still larger burdens4 ,in the early spring he will discontinue his formal agricultural teaching to the special vocational group and broaden his work to include those who have not regularly enrolled in the agricultural course4 ,to the latter he will give some very definite suggestions for immediate use on the farm2 while the boys who have been with him all winter will be excused from school to give their entire time to their home projects4 ,to those who have recently come into the class there will be given special work in the classroom which they may practice outside of school hours and which they can follow for full time during the summer4 ,he will have a good deal to do with the farm-cadet idea1 and in the winter he will doubtless be thinking of the type of camp which he will establish or with which he will be connected4 ,he may decide that he can do best by organizing a labor-distributing camp on his own initiative1 or that he will serve as an assistant at the state-farm training camp1 or that he will take his boys1 if they are village boys1 to the outskirts of the village and establish a coperative camp2 or he may get in touch with the teacher of biology in a city school and offer the country schoolhouse and his services for a training camp made up of city boys4 ,it is assumed that he is in close touch with the county farm agent2 perhaps he is the local representative of the club work which the ,united ,states ,department of ,agriculture is promoting2 and1 of course1 he is taking the responsibility of acting as agent in his territory for the ,united ,states ,boys' ,working ,reserve1--a really wonderful organization full of immense possibilities4 ,this ,boys' ,working ,reserve movement started under the auspices of the ,united ,states ,department of ,labor in coperation with the ,council of ,national ,defense1 for the purpose of mobilizing young men between the ages of #af and #ba for productive labor in the war emergency4 ,during the summer of #aiag the ,reserve confined its activities principally to giving federal recognition to those youths who1 as members of state organizations1 had worked at least three weeks on farms or in food production4 ,at present it is organized in #dj states and in the ,district of ,columbia4 ,recently it has extended its activities to include industrial occupations4 ,each boy who is physically fit and who1 with the consent of his parents1 has taken the oath of service1 is enrolled as a recruit and given an enrollment button and a certificate bearing the great seal of the ,united ,states4 ,when he has worked faithfully and capably for the stated period1 he is awarded a federal bronze badge of honor4 ,after ,january #a1 #aiah1 thirty-six days of eight hours each are to be required on the farm or in food production in order to earn the badge4 ,in industrial occupations the boy will be required to work at least sixty days of eight hours in some occupation considered essential in helping the nation in the conduct of the war1 in order to receive recognition4 ,the national director1 ,mr4 ,william ,e4 ,hall1 encourages every boy to remain in school and in spare time to pursue some vocational training to make himself capable of performing a productive war service1 in the expectation that he will be awarded a badge of honor when he has actually entered an essential occupation4 ,it is expected that we shall soon see a registered army of young men ordinarily not available1 which may be used to fill the gaps in the labor ranks caused by war activities4 ,the ,reserve has been indorsed by ,president ,wilson in the following language3 ,permit me to express my great appreciation of the work undertaken by the ,united ,states ,boys' ,working ,reserve of the ,employment ,service of ,department of ,labor4 ,to give to the young men between the ages of #af and #ba the privilege of spending their spare time in productive enterprise without interrupting their studies at school1 while their older brothers are battling in the trenches and on the seas1 must greatly increase the means of providing for the forces at the front and the maintenance of those whose services are needed here4 ,it is a high privilege1 no less than a patriotic duty1 to help support the nation by devoted and intelligent work in this great crisis4 ,theodore ,roosevelt1 in writing of the good work which the ,reserve is doing1 says1 in part3 ,i am glad that you intend to encourage the training of the boys to prepare for some essential industry where they can take the place of a man called to the front4 ,one of the great benefits you confer is that of making the boy realize that he is part of ,uncle ,sam's team2 that he is doing his share in this great war2 that he holds his services in trust for the nation2 and that though it is proper to consider the question of material gain and the question of his own desires1 yet that what he must most strongly consider at this time is where his services will do most good to our people as a whole4 ,the teachers of ,america1 as well as the boys1 are making themselves a part of ,uncle ,sam's team2 and they too hold their services in trust for the nation4 ,the ,junior ,red ,cross movement in the schools has swept the country4 ,the school children have advertised and sold bonds of the second ,liberty ,loan4#ab ,the teachers of cooking are serving as local representatives for the food administrator at ,washington4 ,agricultural teachers have pledged themselves as community workers for the summer of #aiah4 ,manual-training teachers are developing plans for substituting garden projects in the spring for the manual-training models of the schoolroom4 ,technical colleges and institutes are filled with students in uniform4 ,industrial and trade schools on the seacoast are planning to discard their house carpentry for shipbuilding courses4 ,county superintendents of schools are studying government bulletins for the last word in preserving and drying farm products on a large scale1 in order that they may give directions to the schools4 ,teachers in academic schools have enlisted for service on relief1 loan1 garden1 thrift1 and conservation committees4 ,men who were leaders and supervisors of farm-cadet camps in #aiag are planning for similar work in the future on a larger and improved basis4 ,programs for teachers' institutes and state associations of teachers now include the topics3 ,what can our schools do in war time8 and ,our schools after the war4 #ab ,in ,new ,york ,city #fc1ijj applications for bonds1 having a total value of #g1hha1ajj1 were obtained directly by principals1 teachers1 and pupils1 and forwarded by the principals to the local ,bond committee or the banks4 ,these efforts of the teachers and the pupils respond to our ,president's appeal that each of us must do his share in making the world safe for democracy4 ,at present1 to be sure1 we center our thoughts on how to make the world safe for democracy4 ,but what of the future8 ,what of the contribution of the schools after the war8 ,should not the schools then center their aims and methods on making democracy safe for the world8 ,if the people themselves are to be masters1 must they not be provided with an education making for mastership8 ,is it not well for us to examine our present schools to determine whether they are making a democracy which will be safe for the world8 ,have we a system of education which actually gives an opportunity for every child to make the most of himself8 ,have we a liberalized course of study which actually stimulates and develops intellectual and aesthetic interests in music1 art1 literature1 science1 travel1 and history8 ,have we evolved a socialized education developing moral habits1 civic incentives1 possession and use of ethical ideals and standards for a successful group life8 ,has our formative process been able to bring about refinements of social behavior beyond the point required for group participation8 ,have we arrived at the point where we can say that our people have even the common culture which it is expected all members of a democracy shall possess1 to say nothing about the development of individual culture1 which is a possession of the interested individual and his congenial fellows8 ,how far have we gone in recognizing that by-education which comes through a child's self-direction of his natural or spontaneous learning instincts and impulses8 ,how much have we accomplished in giving educational and vocational guidance to children between the ages of #ab and #af8 ,what has been done in the way of fulfilling the national obligation to teach the strangers within our gates our language and the principles and forms of our civic life8 ,what has been our program for subnormals in order that they may be prepared for independent living in the competitive social order8 ,have we established clear-cut distinctions between subnormal and crippled cases that must remain custodial and those that can be prepared for independent existence8 ,what are we doing in the way of education for delinquents8 ,to what extent have we utilized the discovery that these antisocial manifestations of youth are results of heredity1 or of inferior homes1 or of a lack of playgrounds1 or of poor schools8 ,have the schools missed a great opportunity for giving moral1 civic1 and physical training to youth by failing to absorb the ,boy ,scout and ,camp ,fire ,girl movements and thus failing to grasp the full educational significance of the methods adopted by those who so well understand adolescent youth8 ,are the disciplinary methods of the teachers and the general internal management of the schools such as will develop among pupils a democracy which is safe even in the schoolroom8 ,what have we done in determining what is desirable and feasible for extending general education to average adults who have early entered upon specialized occupations8 ,how far have we gone in our program of vocational education to recognize and to provide for the influence of automatic machinery upon the physical1 mental1 and vocational welfare of workers8 ,have we so thoroughly grasped the idea of an educational democracy that no child in our schools is disadvantaged by the section of the state or of the country in which he happens to be born8 ,have we in our vocational training set up any program for the industrial training of women which recognizes that the modern problem of women's work concerns the following of some productive vocation away from home8 ,have we even begun to realize that every person should have definite vocational training with such distinctive purpose back of it that it will produce the skill1 knowledge1 ideals1 and general experience that function in distinct callings8 ,have we even thought of a program of education for leisure which will develop enduring tastes and interests established toward the enrichment of the individual and indirectly of social life8 ,do we fully understand that to make democracy safe for the world all people should have some leisure or time apart from vocational1 civic1 and physical necessities of life1 that such leisure should be filled with sociability1 amusement1 recreation1 and satisfaction of the aesthetic and physical desires1 and that the public schools must in some measure provide for these8 ,will a democracy proclaiming equality of opportunity as its ideal require an education which unites from the beginning of the child's school life1 and for all pupils of the school1 learning and social application1 ideas and practice1 work and recognition of the meaning of what is done8 ,or can a democracy be developed by dividing the public-school system into parts1 one of which pursues traditional methods with incidental improvements1 and another in which children learn through their hands and are given only the essential features of the traditional bookwork8 ,all that the schools are now doing in war time1 and much more which they are not yet doing1 to make the world safe for democracy1 may be effectively used after war time to make democracy safe for the world4 ,,index ,agricultural education1 establishment of1 in city schools1 #aef1 #cad2 home-project work1 #cba2 relation of1 to farm-cadet service1 #cbb ,agricultural labor1 resolutions of ,new ,york ,state ,board of ,regents in regard to1 #ie2 shortage of1 #acf2 farm-garden permits for1 #aei2 release of schoolboys for1 #afa-afc2 justification for employment of boys for1 #afd2 ,german women and children in1 #bcf1 #bdb1 #bdc2 ,english children in farm work1 #bcf-bdj2 organizing boys for1 #bdf-bef2 example of distribution of1 #bee-bef2 social significance of boys in1 #bgj-bga2 age distinctions of boys1 #bgd2 types of farm employers1 #bhj-bhb ,attendance laws1 abrogating of1 in ,england1 #ace2 types of action possible in regard to1 #ach-aci2 action of various states in regard to1 #adj-adc2 lessons to be learned from ,england1 #add-adf2 modification of1 #aee2 changes in ,new ,york ,state1 #aeg-aei2 enlistment for farm service in ,new ,york ,state and relation to1 #afj-afa2 relaxing1 for agricultural work1 #bcg-bci2 constructive policy in amending1 #cji ,aviation schools1 #ih ,blind1 the1 reducating1 #baa-bac1 #bae ,boy ,scouts1 #hg1 #acj1 #adj1 #agb1 #cjf1 #cji1 #cbh ,camp ,fire ,girls1 #cbh ,canada1 convalescent homes for disabled soldiers in1 #bae2 work of ,military ,hospitals ,commission in1 #bbh-bca2 boys for farm work in1 #bdg ,census1 agricultural1 by schools of ,new ,york ,state1 #bd1 #bgg2 school principal may direct1 #cab ,claxton1 ,p4 ,p41 #ib1 #adf-aej ,colleges1 continuance of1 during war time1 #hj-hc1 #ib2 spirit of mobilization of1 #hc-hf2 war-emergency courses in1 #hf-ij1 #if-ajc2 maintenance of academic status of1 #ia1 #ic-id2 field of service for departments of psychology in1 #aja-ajc2 contribution of geological departments of1 #aje2 effect of war on curricula of1 #aaa2 demand for graduates of1 #adg-adh ,commercial schools1 indefiniteness of aim in1 #caf-cag2 short-unit and part-time courses in1 #cag ,community canning clubs4 ,see ,conservation of food ,conservation of food1 need of1 #be-bh2 saving of waste in ,new ,york ,city1 #bi-ca2 ,columbia lectures on1 #hg-hh2 canning clubs1 #abe-abg1 #cbj2 drying and evaporating1 #abf-abg1 #cbj2 county superintendents' duties1 #cbf ,continuation schools1 enacting of laws for1 #aee ,council for ,national ,defense1 #id1 #if1 #cae ,cripples1 reducating the1 #baa-bcc ,democracy1 teaching of1 #adi-aej2 making safe for the world1 #cbf2 leisure necessary for1 #cbi ,disabled soldiers1 reducating the1 #baa-bcc ,domestic arts1 new spirit of teaching1 #aah2 criticism of existing teaching of1 #aib2 improvements in teaching1 #aic-aid2 ,thrift ,club1 #cba ,domestic science1 new spirit of teaching1 #aai2 teaching adults1 #abb1 #cai2 traveling kitchens1 #abd2 demonstration train1 #abd2 war recipes1 #cai2 home cadets1 #cba ,education1 effect of war on1 #aac-aad2 equal opportunity for1 #cbg2 socialized1 #cbg2 vocational guidance in1 #cbg2 for subnormals and cripples1 #cbh4 ,see also ,colleges1 ,commercial ,schools1 ,schools1 etc4 ,employment of children1 care exercised in1 #adf2 out of school hours1 #adi2 divergent points of view in regard to1 #aej-aea2 recognizing work impulses in1 #aea-aeb2 occupational study of a group of boys1 #ahf-aij2 blind-alley occupations1 #aij-aia2 waste of boy power1 #aia ,england's schools1 use of buildings in war1 #ah-bj2 as distributing agencies for information1 #bc-bd2 compiling of ,national ,register by1 #bd2 open days for parents1 #bh2 traveling kitchens in1 #bi1 #abd2 thrift teaching in1 #ca-cb2 training semiskilled workers in1 #ei-fj1 #ff1 #ge-gf2 productive work of technical schools1 #fj-fa2 courses in cantonments1 #aja-ajb2 garden work as substitute for manual training in1 #aba-abb2 short courses in cookery in1 #abc2 training cooks for army1 #abh2 furnishing meals to children in1 #abi2 furnishing soldiers' kits and hospital equipment1 #acb-acd2 abrogating attendance laws1 #ace1 #acg-ach2 restricting labor of school children1 #add-adf2 children for farm work1 #bcf-bdj2 plans for supervision of schoolboy farm labor1 #bdj-bdb2 reorganization of1 #cjd ,evening schools1 trade-extension work in1 #gb2 training of foremen in1 #caf ,farm cadets1 organization of1 in ,new ,york ,state1 #agb2 reason for organizing1 #bcd-bde2 plan for use of1 #bdf1 #bgb-bgd2 rearrangement of school program for1 #bdg-bdh1 #cac-cad2 wages of1 #bdi1 #bej1 #bec1 #bfa1 #bfb1 #bfe1 #bfg1 #bgh2 agreements and contracts1 #bea-beb1 #bgi-bhj1 #bhb-bhg2 ,new ,york ,state plan1 #bec-bed2 physical examination1 #bfd1 #bgd-bge2 enlistment blanks1 #bgf ,farm-labor camps1 explanation of1 #bde2 ,massachusetts plan1 #bdh-bec2 agreements and contracts1 #bea-beb1 #bfe2 illustration of different types of1 #bef-bfa2 food cost and preparation1 #beh1 #bie-big2 menus1 #bei2 recreation1 #bfj1 #big2 wages1 #bfa1 #bfb1 #bfe1 #bfg-bfi2 labor distribution1 #bfa-bfb1 #bff-bfh2 personal equipment1 #bfb1 #bib2 camp equipment1 #bfb1 #bfd1 #bfh2 illustration of training type1 #bfc-bff2 agricultural instruction in1 #bfg1 #big-bii2 flying-squadron type1 #bfg-bfh1 #cjb-cjc2 leadership1 #bgc1 #bhg-bib2 sanitation1 #bie2 definitions of various types1 #bih-cjc ,federal ,board of ,vocational ,education1 #ed-ee1 #cad-cae ,france1 reducation of disabled soldiers in1 #bad-bbe ,french schools1 use of buildings in war1 #bj-ba2 war financing helped by teachers of1 #ci-dj2 teaching the meaning of the war in1 #da1 #dd-df2 changing aspects of1 due to war1 #da1 #ea-eb2 sewing for soldiers in1 #acc2 part-time1 #aee2 normal schools' contribution to war service1 #aii2 ,red ,cross work1 #bjh ,german schools1 efficiency spirit of1 #ag1 #ajd2 contribution to agricultural labor1 #bdb-bdc2 conservation of natural resources in1 #bdc-bdd2 industrial-efficiency idea in1 #cje ,history1 teaching of1 #df-dg ,industrial and trade schools1 contribution of1 to manufacturing needs1 #fj2 war-emergency courses in1 #fc1 #cad-cae2 question of production in1 #ff-fg2 readjustment in war time1 #ga2 open in summer1 #gb-gc2 part-time classes in1 #gd-gf2 teaching of hygiene in1 #gg2 producing farm-camp equipment1 #beb2 inventories of equipment1 #cae2 state study of possible war uses of1 #cae ,junior ,red ,cross1 #bjg1 #bji-baj ,labor1 war demands for1 #eh2 industrial schools meeting shortage of1 #fa1 #fh-fi2 one method of training1 #fa-fd2 educative value of1 #aeb-aec ,liberty ,loan bonds1 and the schools1 #cg-ci1 #caa1 #cbe ,library1 service of1 in war time1 #ajd-aje ,manual training1 garden work in place of1 #acj-aca2 war-service work in1 #aca-acb1 #cag-cai2 making ,red ,cross splints1 #bjf1 #cag2 abandoning models1 #cah2 in connection with junior high schools1 #cai ,military equivalents1 recognition of1 in ,new ,york ,state1 #aga1 #cje2 experience in ,england1 ,france1 and ,germany1 #agc2 necessity of conscious service1 #agd1 #agg-ahj2 types of occupations having1 #age-agf2 ,moral ,equivalent of ,war1 #agf2 an example of1 in agriculture1 #aha-ahe2 an example of1 in industry1 #ahf-ahi2 farm labor as a military equivalent1 #bed ,military training1 exemptions from1 #afe1 #afg2 compulsory in ,new ,york ,state1 #aff2 in high schools1 #afg-agj2 including employed boys1 #afh1 #agj-aga2 vocational training in relation to1 #agc2 adaptability of1 #cji ,moral ,equivalent of ,war1 #agf ,national ,board for ,historical ,service1 #df ,national ,council of ,defense1 #id1 #if1 #cae ,national ,security ,league1 #di-ej1 #adj ,national ,society for the ,promotion of ,industrial ,education1 #fd ,naval schools1 description of1 #gg-gi ,off-time classes1 importance of1 #gb ,part-time education1 opportunity for1 #gd-ge2 war-emergency courses in1 #aed-aee2 enacting laws for1 #aee2 farm work and1 #bdj2 as an economy measure1 #cjh-cji ,patriotism1 teaching meaning of the war1 #db2 necessity for teaching1 #db-dd1 #dh-di2 topics in relation to1 #ej-ea ,physical training1 compulsory in ,new ,york ,state1 #aff2 recommendations of ,new ,jersey ,commission in regard to1 #afg-agj2 importance of1 from military standpoint1 #afh-afi2 advantages of1 over military training1 #cji ,posters1 war1 #abi-acj ,practical arts1 definition of1 #aaf2 project plan of teaching1 #aag-aah2 influence of war-service work on1 #aag ,principal1 war duties of1 #cc-cd1 #caj-cad ,red ,cross1 work for1 in schools1 #aid1 #aif-aih1 #caa2 a state plan of school service to1 #bjj-bja2 use of knitting machines1 #bjb2 work for1 in ,troy1 ,n4,y41 #bjb-bje2 making splints1 #bjf2 ,home ,service division of1 #bjg-bjh2 ,junior ,red ,cross1 #bjg1 #bji-baj2 what can be done in schools for1 #bjg2 reporting home conditions to1 #cjh ,reducation1 the problem of the physically handicapped1 #baa-bac2 relation to federal insurance1 #bac2 a government problem1 #bad2 instruction for the blind in ,france1 #bae2 ,l'cole ,joffre1 #baf-bai2 instruction in vocational subjects in ,france1 #bah-bba1 #bbd-bbe2 percentage capable of1 in ,france1 #bbb2 the problem in the ,united ,states1 #bbe-bbh2 industrial accidents and1 #bcb ,roosevelt1 ,theodore1 #aa1 #cbd-cbe ,rural schools1 agricultural labor under direction of1 #aec-aed2 camp in connection with1 #cjb ,school boards1 in relation to war service1 #cjf-cjg2 provisions of1 for drafted teachers1 #cjg-cjh2 organization of vocational courses by1 #caj2 planning for agriculture by1 #caj2 work of1 for avoiding juvenile delinquency1 #caj ,school principals1 #cc-cd1 #caj-cad ,schools1 as distributing centers for pamphlets1 etc41 #bb1 #caa2 furnishing lunches to children in1 #abh-abi1 #cjh2 opportunity for poster work in1 #abi-acj2 maintaining efficiency of1 #adf2 keeping children in1 #adg1 #cjh2 postponement of construction work for1 #adi2 agricultural activities in rural1 #aec2 lengthening terms and hours of1 #cjh4 ,see also ,commercial schools1 ,french schools1 etc4 ,smith-,hughes ,bill1 #ed1 #eg ,teachers1 work of1 in promoting ,french government loans1 #ci-dj2 opportunities of1 to teach history1 #df-di2 ,new ,york ,state directions to1 #aai-aba2 service of1 on committees1 #cbf2 war-service programs of1 #cbf ,technical institutes3 war-service courses in ,wentworth ,institute1 ,boston1 #ajf-ajg2 ,pratt ,institute1 ,brooklyn1 #ajg-ajh2 ,dunwoody ,institute1 ,minneapolis1 #ajh-aaa ,thrift1 necessity for1 #ca-cc2 practice of1 in ,england1 #ca-cb1 #cf-cg2 teaching of1 #ce2 campaign for1 #caa2 ,thrift ,club1 #cba ,trade schools4 ,see ,industrial and trade schools ,traveling kitchens1 #bi1 #abd ,unit courses1 organization of1 #gc-gd2 utility of1 #cjf ,united ,states ,boys' ,working ,reserve1 #afc-afd1 #cbb-cbd ,vocational education1 definition of1 #ec2 federal grants for1 #ed-ee2 federal requirements of1 #ef2 adjustment of1 to industrial needs1 #ei2 standardization of products1 #aie2 safety-first instruction in1 #bab2 opportunity for teachers in1 #bcc2 influence of automatic machinery on1 #cbi2 for distinct callings1 #cbi ,war ,savings certificates1 in ,england1 #cf-cg2 in the ,united ,states1 #caa ,wilson1 ,woodrow1 #a1 #ed1 #gb-gc1 #ha-hb1 #bji1 #cbd ,,announcements ,,books ,,of ,,war-,,time ,,interest ,upon the schools falls in great measure the responsibility of training and fitting the nation for service4 ,to support the schools in fulfilling this tremendous duty is the purpose of the two following books4 ,,our ,,schools ,,in ,,war ,,time--,,and ,,after ,by ,,arthur ,d4 ,,dean1 ,professor of ,vocational ,education1 ,teachers ,college1 ,columbia ,university1 and ,supervising ,officer1 ,bureau of ,vocational ,training1 ,new ,york ,state ,military ,training ,commission4 #cce pages1 #a4be4 ,a book to challenge the spirit of every loyal ,american4 ,it describes the war work being done by schools in this country and others1 and gives practical suggestions for promoting the work in this country4 ,conservation of food and other lessons in thrift1 vocational education1 ,red ,cross and other community work1 and reducation of the disabled are only a few of the important topics emphasized4 ,eight inserts of photographic illustrations concretely visualize the subject for the reader4 ,,food ,,problems ,by ,a4 ,n4 ,,farmer1 ,superintendent of ,schools1 ,evanston1 ,ill41 and ,,janet ,r4 ,,huntington1 ,state ,department of ,public ,instruction1 ,wis4 #bg cents1 list price1 or #bj cents1 net1 to boards of education1 teachers1 and schools2 carriage extra4 ,this book aims to introduce lessons of thrift into the home by utilizing the enormous influence of the schools upon national thought and habit4 ,it embodies in arithmetical problems of the most practical nature principles upheld by the ,food ,administration4 ,where the book has been studied it has been found to fulfill a two-fold purpose3 pupils have worked with greater energy and good will1 and both the children and their parents have attacked with more determination the most important1 the underlying1 problem--food conservation4 ,to insure for this book the immediate and wide distribution that it merits1 ,ginn and ,company are offering it at an unusually low price4 ,,ginn ,,and ,,company ,,publishers ,,industrial ,,arts ,,in ,,the ,,school ,,examples ,,of ,,industrial ,,education ,by ,,frank ,,mitchell ,,leavitt1 ,the ,university of ,chicago4 #ccj pages1 #a4be ,the movement for industrial education is a part of a recent great educational advance4 ,this volume discusses the history and practice of the movement to bring about universal and appropriate education1 especially in its relation to existing social1 economic1 and educational institutions4 ,the author outlines a constructive plan for organization of this type of education by public schools and gives many helpful suggestions for bringing such organization into vital relation with the present system4 ,full descriptions of existing classes and schools serve as examples to illustrate the general principles of their classification4 ,,fine ,,and ,,industrial ,,arts ,,in ,,elementary ,,schools ,by ,,walter ,,sargent1 ,the ,university of ,chicago4 #acb pages1 illustrated1 #ge cents ,the present wide acceptance of the manual arts as an important part of general education is rapidly removing them from the class of special subjects4 ,the purpose of this book is to present some considerations upon questions arising from this readjustment4 ,the distinctive functions of the various subjects taught under the head of manual arts1 the organization of progressive instruction1 and reasonable standards of attainment from year to year are among the subjects given careful consideration4 ,the book includes a survey of the progression of work in the elementary grades1 which forms the basis for the more detailed suggestions which follow4 ,,how ,,children ,,learn ,,to ,,draw ,by ,,walter ,,sargent and ,,elizabeth ,e4 ,,miller1 ,the ,university of ,chicago4 #bfd pages1 illustrated1 #a4jj ,a new and decidedly fresh viewpoint is at once apparent in this book1 which treats drawing as a means of self-expression1 as entirely natural as talking or writing4 ,the book combines1 in subject matter1 theory as to what is to be accomplished1 practical reports as to how these aims have been accomplished1 particularly in the ,elementary ,school of the ,school of ,education 7,the ,university of ,chicago71 and definite suggestions for improvement of methods4 ,it will be found an excellent volume for reading circles as well as for use in normal-training classes and departments of education4 ,,ginn ,,and ,,company ,,publishers ,,books ,,for ,,teachers ,allen3 ,civics and ,health #a4be ,bloomfield3 ,readings in ,vocational ,guidance #b4be ,brigham3 ,geographic ,influences in ,american ,history #a4be ,curtis3 ,play and ,recreation for the ,open ,country #a4af ,davis3 ,vocational and ,moral ,guidance #a4be ,finlay-,johnson3 ,the ,dramatic ,method of ,teaching #a4jj ,gesell3 ,the ,normal ,child and ,primary ,education #a4be ,hall3 ,aspects of ,child ,life and ,education #a4ej ,hodge3 ,nature ,study and ,life #a4ej ,johnson3 ,education by ,plays and ,games 4#ij ,johnson3 ,what to do at ,recess 4#be ,jones3 ,education as ,growth #a4be ,judd3 ,psychology of ,high-,school ,subjects #a4ej ,kastman and ,khler3 ,swedish ,song ,games 4#ge ,kern3 ,among ,country ,schools #a4be ,leavitt3 ,examples of ,industrial ,education #a4be ,leiper3 ,language ,work in ,elementary ,schools #a4be ,lincoln3 ,everyday ,pedagogy #a4jj ,moore3 ,what is ,education8 #a4be ,moral ,training in the ,public ,schools #a4be ,palmer3 ,play ,life in the ,first ,eight ,years #a4bj ,parker3 ,history of ,modern ,elementary ,education #a4ej ,parker3 ,methods of ,teaching in ,high ,schools #a4ej ,phillips3 ,an ,elementary ,psychology #a4bj ,prince3 ,courses of ,studies and ,methods of ,teaching 4#ge ,read3 ,an ,introductory ,psychology #a4jj ,sargent3 ,fine and ,industrial ,arts in ,elementary ,schools 4#ge ,sargent and ,miller3 ,how ,children ,learn to ,draw #a4jj ,scott3 ,social ,education #a4be ,smith3 ,the ,teaching of ,arithmetic #a4jj ,tompkins3 ,philosophy of ,school ,management 4#ge ,tompkins3 ,philosophy of ,teaching 4#ge ,williams3 ,gardens and their ,meaning #a4jj ,wiltse3 ,place of the ,story in ,early ,education1 and ,other ,essays 4#ej ,,ginn ,,and ,,company ,,publishers ,,books ,,on ,,vocational ,,guidance ,,business ,,employments ,by ,,frederick ,j4 ,,allen1 ,vocation ,bureau of ,boston4 #bah pages1 #a4jj4 ,a comprehensive and thorough-going survey of business in its three typical divisions--manufacture1 trade1 finance4 ,this study has been prepared from direct examination of the most modern and up-to-date material available on the business organization and business methods of to-day4 ,in its absolute reliability and accuracy it will serve excellently well the young person who wishes to learn of the nature1 extent1 and opportunities of the business world4 ,,readings ,,in ,,vocational ,,guidance ,by ,,meyer ,,bloomfield1 ,director of the ,vocation ,bureau of ,boston4 xv #gbc pages1 #b4be4 ,this volume represents an extensive collection of the most note-worthy literature on vocational guidance4 ,it is not merely a careful compilation1 but is as well a carefully organized presentation1 richly suggestive for all who are interested in the subject4 ,much material here included is not elsewhere available4 ,,vocational ,,and ,,moral ,,guidance ,by ,,jesse ,,buttrick ,,davis1 ,vocational ,director of ,schools1 ,grand ,rapids1 ,mich4 #cjc pages1 #a4be4 ,a significant volume into the preparation of which have gone several years of practical experiment upon the problems of vocational guidance4 ,the result is a book invaluable in its wealth of definite and workable suggestions for the organization and administration of vocational work in schools4 ,,occupations ,by ,,enoch ,,burton ,,gowin1 ,new ,york ,university1 and ,,william ,,alonzo ,,wheatley1 ,superintendent of ,schools1 ,middletown1 ,conn4 #ceg pages1 illustrated1 #a4bj4 ,this is a textbook for the student's own use1 planned to cover both vocational guidance and vocational information1 with the emphasis strongly upon the latter4 ,part ,i sets forth the importance of vocational preparation2 ,part ,,ii is a survey of various occupations2 and ,part ,,iii shows the student how to apply the knowledge gained in ,parts ,i and ,,ii4 ,besides being intrinsically interesting the book is well organized for class use4 ,,ginn ,,and ,,company ,,publishers 99 99 99 99 99 99 ,transcriber's note3 ,spelling was made consistent4 ,punctuation was corrected without comment4