OUR EDUCATIONAL SYSTEM
In order to understand the state of education in our land to-day it is
necessary to know something about the beginnings in our early history.
So the first meeting should be on the founding of schools in Colonial
and Revolutionary days.
One paper should tell of the earliest grant of money made by Parliament
in 1619 for a university in Virginia. The Indian wars prevented the
carrying out of the plan for a time, and meantime the first schoolmaster
came over to the Dutch of New Amsterdam and opened a school in Brooklyn.
The Boston Latin School was begun in 1635, two years later, and schools
were opened also in Dorchester and New Haven. Notice that in many of
these early schools provision was made to educate Indian children free
of charge. Rhode Island had the first public school, founded at Newport
in 1640. Throughout the colonies the schools were endowed with lands
and money and later taxes were given for their support, but tuition was
always paid.
I--COLONIAL COLLEGES
The Colonial colleges rose from the spirit of forty men, all educated at
Cambridge, England, who lived in the New England colonies. John Harvard,
a young minister, gave his library of two hundred and sixty volumes and
half his estate of seventeen hundred pounds to found Harvard College.
The University of William and Mary rose in Virginia at this time, richly
endowed at once with money, a tobacco revenue, and lands; this was the
direct outcome of the school originally planned sixty years earlier.
Yale was founded in 1700, each trustee giving a few books as a
guarantee; but it had been originally planned as early as 1647, when
John Davenport had a lot set apart for a college in New Haven. Its early
years were full of hardship; it existed at New Milford for fifteen
years, and was not settled at New Haven until 1718, when it received a
bequest of five hundred pounds from Elihu Yale.
All the colonies had grammar schools and a few had dame schools. The
Massachusetts law of 1647 provided that when a town had one hundred
families or householders they must set up a school under penalty of a
fine. One paper should deal with the interesting topic of these early
schools, their discipline, their curricula, their teachers. Notice
especially the famous teacher Ezra Cheever, who compiled a Latin book
and taught in many places for seventy years. His salary, a large one,
was sixty pounds a year.
Another paper may be on the lack of school advantages for girls in early
times. A few went to the dame schools, but many to none at all. It was
not until Revolutionary times that the Moravians established a girls'
school at Bethlehem and girls were admitted to the Penn School in
Philadelphia and the Female Academy there; and in 1785 a girls' school
was opened at Greenfield, Connecticut, and the Medford School near
Boston in 1789.
Read from the opening chapter of "Education in the United States," by
B. G. Boone (Appleton) and from "Old Town Folks," by Harriet Beecher
Stowe.
Close this meeting with a talk on early education in general; show how
poor the school system was in the early days of the nineteenth century;
speak of private schools for boys and girls, of schoolhouses and
playgrounds and their gradual improvement. Mention the founding of each
great college and where possible show pictures of them from old books
and catalogues. Speak of famous educators and college presidents, and
also of such women as Mary Lyon; read from her life recently published.
Discuss the former attitude of men toward women's education with that of
to-day.
II--KINDERGARTENS
Education to-day usually begins in the kindergarten, so the second
meeting may begin with this topic by presenting a paper on Froebel, his
ideas and methods, the adoption of his system of early education all
over the world. Have a brief discussion follow it, showing some of the
possible disadvantages of the work. Are children paid too much
attention? Are they over-amused? Is it a benefit to children in their
later education to have it begun in the kindergarten?
The second paper should turn at once to the Montessori method of
teaching. It should explain exactly what it is and show how it differs
from the kindergarten. There is abundance of material in present day
magazines to make it perfectly plain. Speak of the rapid advance
children make in development under this new system. Then have again a
brief discussion: Is the Montessori system adapted to American children?
Is it a benefit to them? Is it wise to develop the mind of a young child
rapidly? What is the effect in its later education? Compare the system
with that of the kindergarten. See: "Dr. Montessori's Own Method," by
herself (Stokes), and "A Guide to the Montessori Method," Ellen Yale
Stevens. (Stokes.)
Close this meeting with a talk by a trained kindergarten teacher, if
possible, who can set before the club members the advantages of her
work. If there is time, have some short stories read: "The Madness of
Philip," by Josephine Baskam Bacon, and one from "Little Citizens," by
Myra Kelly (both by Doubleday Page). Some songs of childhood will also
be delightful between the papers or talks, and perhaps some little
kindergarten children may come and sing also.
III--PUBLIC SCHOOLS
The next subject, that of the public school, is so large that a number
of meetings should be devoted to it. Although only four papers are
outlined here, there is sufficient material given for a dozen and more.
The first paper may speak of the early days of public schools and their
inadequacy in the light of to-day, of their lack of sunshine and air,
the poor buildings, the insufficient exits and arrangements for safety
from fire. Then follow with a description of our great schools of
to-day, showing pictures of them and noticing their beautiful
architecture, their perfect equipment. The whole system of discipline
and oversight should be spoken of.
The cost to the State of the public school is an interesting theme.
Notice in this connection that the United States has the shortest school
day, week, and year of any civilized country. Discuss the fact.
The second paper should speak of the curriculum of the public school,
and give a clear idea of what is covered by the child. Discuss: Is it
too comprehensive? Is it sufficiently practical? Does it fit the child
for business and home life?
The third paper should be on the health of the school child as the club
members know of it. Is the building in which he studies clean,
well-ventilated, and sanitary? Does he have too much home work? Is there
a doctor to supervise the children's eyes, ears, throats, and general
condition? Is there an oversight against contagion? Is the common
drinking cup used? Is there a fund for cheap food for the very poor
children?
The playgrounds and plays should be the next topic. These should be
large, fitted to the needs of boys and girls, and there should be a
teacher of athletics. Basket ball, foot and base ball, and games of all
sorts should be encouraged, and a spirit of rivalry between schools
fostered. Discuss: Are athletics neglected or overdone? Do our growing
girls receive the care they need in this regard? If the playgrounds of
the school are inadequate, can they be supplemented? Are the playgrounds
used in summer time?
A brief paper following this may speak of the morals of the public
school, the dangers and safeguards, and discuss the relation between
teachers and parents in this regard. Is hygiene taught? Is a high
standard of purity held up always?
Follow this by a presentation of the value to a school of a club for
parents and teachers; one may be established if there is none, perhaps.
Beautifying the schoolhouse and schoolroom, having a library and a few
pictures and casts, and making school life attractive are suggestions to
be worked out, and the value of teaching sewing, cooking, the care of
babies to girls, and manual training to boys.
IV--HIGH SCHOOLS
The subject of the high schools will naturally succeed this and the
first paper may take up the question, Why do so few boys and girls go to
high school? Is it only because so many go into business life? Is the
preparation for college adequate? Is the general course too cultural and
not sufficiently practical for a boy who is going into business? Are
sufficient numbers of courses offered?
The next paper may speak of vocational training, or fitting boys and
girls for their work in life, teaching girls to sew, cook, and care for
children, and boys to farm, to learn the principles of business, and
manual training. What has been done along these lines, and what is still
to be done?
The third paper may speak of vocational guidance or the aid given in
finding work for graduates suitable for them, and following them up in
it. Material for this may be had from the Vocational Guidance
Association of New York, part of the Public Education Association, 38 W.
Thirty-second Street.
Many other topics will grow out of the discussion of school problems.
Some to be discussed are these: Equal pay for men and women teachers;
the married teacher in the school; the personal influence of the
teacher; the efficiency of the school; the training in citizenship. It
is urged that club women have members of their Board of Education and
school teachers speak to them on as many subjects pertaining to school
as possible, and become better fitted to cooeperate in the work of the
schools.
V--SPECIAL SCHOOLS
The next meeting of the club may have a varied program: one paper will
be on schools for the defectives, the blind, deaf and dumb and
feeble-minded. A second will take up the use of the school buildings for
evening classes and lectures, for parents of school children, for men
and women who need a broader education, and for foreigners. Some idea
may be given of the great work done in this way in our large cities in
the way of instruction and recreation. A third paper may speak of the
numberless aids to schools in the way of libraries, museums, nature
classes, and special instruction. A final paper may be on Schools for
Teachers, and the work done there. Some teacher should describe this.
Have some readings from "The Wider Use of the School Plant," by Clarence
A. Perry (Sage Foundation).
VI--PRIVATE SCHOOLS
A very interesting meeting may be arranged on private schools. This will
have a paper or talk on college preparatory schools for boys, showing
how thorough the training is. It will raise such questions as these: Are
standards of character higher than in the public schools? Is the
training in athletics valuable? Do boys go from them to college better
prepared to meet the life there than from the high school? Is there a
lack of democracy about them? Do they send a yearly clique to college?
The paper next to this would be on the finishing school for girls, and
will raise the questions: Are the standards of education sufficiently
high? Is a mere smattering given? Is too much attention paid to social
preparation? What advantages has the finishing school?
The following paper would take up military schools, first the small
private ones, then West Point, giving the life at each, the training,
the advantages and disadvantages. Show pictures of West Point.
A paper on naval schools would come last, especially on Annapolis, and
would follow the same lines as the paper on West Point.
The final paper should be on technical schools, those where mining,
electricity, engineering, architecture, and other subjects are taught.
There are great institutes in Pittsburgh, Boston, and elsewhere, from
which catalogues may be obtained to show exactly what work is done
there.
Modern schools of domestic science and business colleges should be
considered.
VII--COLLEGES AND UNIVERSITIES
Colleges and universities is the next subject for the club. The best
known of the colleges may be described and pictures shown, and the
difference between a college and a university made plain. Denominational
colleges should especially be spoken of, and the little colleges of the
West and South. The value of the small college in bringing students near
their teachers may be pointed out. Some of our great men have come from
these little colleges, and they may be mentioned.
The next paper should be on the university. The leading endowed
universities are to be named, their history studied, and their
peculiarities noted. The famous presidents, professors, and graduates of
each should be spoken of also. The curriculum, the athletics, the ideals
of each university may also be taken up. Notice that those universities
which have private endowments often stand for culture rather than
practical work.
The third paper should take the State Universities, and show the
difference between them and the endowed universities. They stand
distinctly for what is practical, and it is here that most technical
work is done and specialties, such as agriculture, forestry, domestic
science, and others, are taught. Discuss the relative values of the two;
is there a tendency more and more toward having the State give the whole
education? How do our great endowed universities compare with those of
England and Germany?
VIII--WOMEN'S COLLEGES
One meeting should be on women's colleges, taking them in the order of
their establishment, and showing how they have developed. Have
descriptions of each and tell of its special aims. Discuss the value of
a college training for women, and its faults. Speak of coeducational
colleges and State Universities; have they advantages over the rest?
Does a college woman lose interest in her home? Does she marry early, or
does she drift into a career?
Have some college woman address the club on work done in the line of
higher education of women, and its results. See "The College Girl of
America," by Mary C. Crawford (The Page Company).
IX--POSTGRADUATE WORK AND NEW IDEAS
Postgraduate work, the topic for the next meeting, includes that done in
medical, law, and theological schools, and the work for degrees.
Representative schools may be selected as the subject for papers, and
speakers from these should be had to tell of them to the club, if
possible.
The final meeting on education may take up some of the new ideas of
work, such as the opening of the school of journalism at Columbia
University, and other attractive fields of study. Summer assemblies may
be spoken of, and their value, especially to those who have had few
opportunities for study early in life. Correspondence schools may also
be mentioned and their work discussed. Are they really as useful as they
seem at first sight? Notice that many of them are able to give important
help on special lines. Musical festivals, lecture courses, illustrated
talks on travel, and other of the many opportunities offered to the
public may also be spoken of.
There is an abundance of material to be found on all educational
subjects in a good encyclopedia. On special topics there are the
educational journals, the educational department of the _Survey_, and
magazine articles constantly. The Educational Bureau at Washington will
give information and material on request. The excellent book
"Citizenship and the Schools," by J. W. Jenks (Holt), should be read,
and "Education for Efficiency," by E. Davenport (Heath), and the life
and work of Horace Mann.