CONTENTS Page New Importance Is Attaching to the Cause of Education. Calvin Coolidge Public Generally Recognizing Need of Museums in Educational Program. Jno. J. Tigert Bill Before Congress for Department of Education and Relief. William R. Hood Bureau's Attitude Toward Immigrant Education The Proposed Department of Education and Relief Latin-American Engineers and Professors of Engineering Inspect Highways Service to Kindergarten Training Schools and Teachers. Nina C. Vandewalker New Books in Education. John D. Wolcott Educational Bills Before Sixty-Eighth Congress. William R. Hood AUT UTHORITY of the Bureau of the Budget has been given for the issue of SCHOOL LIFE in the form of this number. The expense of production is somewhat increased by the change of dress. Simultaneously it becomes necessary to consider the greater cost due to a substantial increase in wages granted by Congress to the employees of the Government Printing Office. Because of these facts, the Superintendent of Documents has found it necessary to fix the subscription price of SCHOOL LIFE at 50 cents per annum. No reduction is possible for clubs, for orders in quantity, or to subscription agencies. It is well understood that the prices of all Government publications are determined by the cost of printing from plates made at Government expense, but since no advertisements are accepted, one of the principal sources of revenue of private publications is not available to reduce the prices of public documents. Subscriptions should be sent to the Superintendent of Documents, Government Printing Office, Washington, D. C. FAC AC SIMILE PRINTS of the Declaration of Independence in the full size of the original (29 x 34 inches) may be purchased of the Superintendent of Documents at 15 cents per copy. The plate was made from a fac simile engraving in the Department of State. Each copy is securely sealed in a mailing tube so it will reach the purchaser in good condition. Correct copies of the Constitution of the United States in leaflet form may also be purchased from the Superintendent of Documents at 5 cents per copy. In lots of 25 or more the price is 2 cents each. IN 17 to 23, 1924, the Bureau of Education (2) "Broadside," with material suitable (3) "The Quest of Youth," a historical IN PREPARATION for the observance of American Education Week, November will issue: (1) "Suggestions." Price, 5 cents; in lots of 100 or more, 2 cents each. for newspaper articles, addresses, etc. Price, 5 cents; in lots of 100 or more, 1 cent each. pageant. Price, 10 cents; in lots of 100 or more, 6 cents each. (4) "School and Teacher Day," an illustrated folder. Price, 5 cents; in quantity, 75 cents per hundred. The October number of SCHOOL LIFE will be devoted largely to American Education Week. All orders for these publications should be sent to the Superintendent of Documents. Information will be supplied by the Commissioner of Education. VOL. X PUBLISHED MONTHLY by the DEPARTMENT OF THE INTERIOR, BUREAU OF EDUCATION WASHINGTON, D. C., SEPTEMBER, 1924 No. 1 New Importance is Attaching to the America Turning from Thought of Material Advantage to Appreciation of Cultural Advantage of Learning. Τ By CALVIN COOLIDGE, President of the United States HE AMERICAN PEOPLE have demonstrated their faith in education and their determination to use the wealth of the Nation for the creation of the highest type of manhood and womanhood. While I believe that educators are under obligation to expend public funds economically it seems obvious that the recent increase in expenses for this purpose is a most wise investment. It is impossible to conceive that there should be any increase in agricultural products, in the production of manufactures, or any other increase in our material wealth, through ignorance. The reaction to using the resources of the country to develop the brains of the country through education has always been greatly to stimulate and increase the power of the people to produce. Calvin Coolidge As already indicated, America is turning from the mere thought of the material advantage to a greater appreciation of the cultural advantage of learning. It is coming to be valued more and more for its own sake. People desire not only the intelligence to comprehend economic and social problems, but they are finding increased leisure is little more than time wasted in indulgence, unless an opportunity for self-development and self-expression has been provided in Portion of an address before the National Education Association, Washington, D. C., July 4, 1924. 7909-24-1 Harris & Ewing photo. youth by the cultivation of a taste for literature, history, and the fine arts. It is necessary also that education should be the handmaid of citizenship. Our institutions are constantly and very properly the subject of critical inquiry. Unless their nature is comprehended, and their origin is understood, unless their value be properly assessed, the citizen falls ready prey to those selfish agitators who would exploit his prejudices to promote their own advantage. On this day, of all days, it ought to be made clear that America has had its revolution and placed the power of Government squarely, securely, and entirely in the hands of the people. For all changes which they may desire, for all grievances which they may suffer, the ballot box furnishes a complete method and remedy. Into their hands has been committed complete jurisdiction and control over all the functions of Government. For the most part our institutions are attacked in the name of social and economic reform. Unless there be some teaching of sound economics in the schools, the voter and taxpayer is in danger of accepting vague theories which lead only to social discontent and public disaster. The body politic has little chance of choosing patriotic officials who can administer its financial affairs with wisdom and safety, unless there is a general diffusion of knowledge and information on elementary economic subjects sufficient to create and adequately to support public opinion. Everyone ought to realize that the sole source of national wealth is thrift and industry, and that the sole supply of the public treasury is the toil of the people. Of course, patriotism is always to be taught. National defense is a necessity and a virtue, but peace with honor is the normal, natural condition of mankind, and must be made the chief end to be sought in human relationship. Another element must be secured in the training of citizenship, or all else will be in vain. All of our learning and science, our culture and our arts, will be of little avail unless they are supported by high character. Unless there be honor, truth, and justice, unless our material resources are supported by moral and spiritual resources, there is no foundation for progress. A trained intelligence can do much, but there is no substitute for morality, character, and religious convictions. Unless these abide, American citizenship will be found unequal to its task. It is with some diffidence that I speak of the required facilities of the school in this presence. We are able to give more attention to the schoolhouse than formerly. It ought to be not only convenient, commodious, and sanitary, but it ought to be a work of art which would appeal to the love of the beautiful. The schoolhouse itself ought to impress the scholar with an ideal; it ought to serve as an inspiration. Teaching Is the Noblest of Professions But the main factor of every school is the teacher. This is one of the noblest of professions. It requires an adequate. preparation and training, patience, devotion, and a deep sense of responsibility. Those who mold the human mind have wrought not for time, but for eternity. The obligation which we all owe to those devoted men and women who have given of their lives to the education of the youth of our country that they might have freedom through coming into a knowledge of the truth is one which can never be discharged. They are entitled not only to adequate rewards for their service, but to the veneration and honor of a grateful people. It is not alone the youth of the land which needs and seeks education, but we have a large adult population requiring assistance in this direction. Our last census showed nearly 14,000,000 foreignborn white persons residing among us, made up largely of those beyond school age, many of whom nevertheless need the opportunity to learn to read and write the English language, that they may come into more direct contact with the ideals and standards of our life, political and social. Ignorance a Fruitful Source of Crime There are likewise over 3,000,000 native illiterates. When it is remembered that ignorance is the most fruitful source of poverty, vice, and crime, it is easy to realize the necessity for removing what is a menace, not only to our social wellbeing, but to the very existence of the Republic. A failure to meet this obligation registers a serious and inexcusable defect in our Government. Such a condition not only works to a national disadvantage, but directly contradicts all our assertions regarding human rights. One of the chief rights of an American citizen is the right to an education. The opportunity to secure it must not only be provided, but if necessary made compulsory. It is in this connection that we are coming to give more attention to rural and small village schools, which serve 47 Proper for States to Aid Education The encouragement and support of education is peculiarly the function of the several States. While the political units of the district, the township, and the county should not fail to make whatever contribution they are able, nevertheless since the wealth and resources of the different communities vary, while the needs of the youth for education in the rich city and in the poor country are exactly the same, and the obligations of society toward them are exactly the same, it is proper that the State treasury should be called on to supply the needed deficiency. The State must contribute, set the standard, and provide supervision if society is to discharge its full duty not only to the youth of the country, but even to itself. The cause of education has long had the thoughtful solicitude of the National Government. While it is realized that it is a State affair, rather than a national affair, nevertheless it has provided by law a Bureau of Education. It has not been thought wise to undertake to collect money from the various States into the National Treasury and distribute it again among the various States for the direct support of education. It has seemed a better policy to leave their taxable resources to the States, and permit them to make their own assessments for the support of their own schools in their own way. But for a long time the cause of education has been regarded as so important and so preeminently an American cause, that the National Government has sought to encourage it, scientifically to investigate its needs, and furnish information and advice for its constant advancement. Pending before the Congress is the report of a committee which proposes to establish a Department of Education and Relief, to be pre sided over by a Cabinet officer. Bearing in mind that this does not mean any interference with the local control, but is rather an attempt to recognize and dignify the importance of educational effort, such proposal has my hearty indorsement and support. Our Country is in Process of Development It is thus that our educational system has been and is ministering to our national life. Our country is in process of development. Its physical elements are incomplete. Its institutions have been declared, but they are very far from being adopted and applied. We have not yet arrived at perfection. A scientific investigation of child life has been begun but yet remains to be finished. There is a vast amount of ignorance and misunderstanding, of envy, hatred, and jealousy, with their attendant train of vice and crime. We are not yet free, but we are struggling to become free economically, socially, politically, spiritually. We have limited our amount of immigration in order that the people who live here, whether of native or foreign origin, might continue to enjoy the economic advantages of our country, and that there might not be any lowering of the standards of our existence, that America might remain American. We have submitted an amendment to the National Constitution designed to protect the child life of the Nation from the unwarranted imposition of toil, that it might have greater opportunity for enlightenment. All of these movements are in the direction of increased national freedom and an advance toward the realization of the vision of Washington and Lincoln. National Spirit Reasserting Itself A new importance is attaching to the cause of education. A new realization of its urgent necessity is taking hold of the Nation. A new comprehension that the problem is only beginning to be solved is upon the people. A new determination to meet the requirements of the situation is everywhere apparent. The economic and moral waste of ignorance will little longer be tolerated. This awakening is one of the most significant developments of the times. It indicates that our national spirit is reasserting itself. It is a most reassuring evidence that the country is recovering from the natural exhaustion of the war, and that it is rising to a new life and starting on a new course. It is intent, as never before, upon listening to the word of the teacher, whether it comes from the platform, the schoolhouse, or the pulpit. The power of evil is being broken. The power of the truth is reasserting itself. The Declaration of Independence is continuing to justify itself. Public Generally Recognizing Need of Museums in Educational Program Europeans Utilize and Appreciate Accumulations of Objects of Art, Science, and Industry. Failure of Many Americans to Understand Significance of Art Objects Due to Lack of Training, not to Original Sin or Innate Depravity. More General and Better Correlation of Museum and School Must be Worked Out N° By JNO. J. TIGERT, United States Commissioner of Education TO OTHER educational agency or medium is so generally undervalued as the museum. At any rate, this is relatively much more true in the United States than in Europe, where the museum is older, better established, more fully developed, and more often Jno. J. Tigert definitely organized for educational use than in our country. There are, of course, ample reasons why the museum movement should be better recognized in Europe. The age of the country, the consequently large accumulations of art, science, and industry, the constant visitations of the world's tourists, the commercial value of art, the spoils of many wars, the ease of converting outworn palaces and monasteries into suitable places for exhibition purposes, the finer appreciation of art and science, are only some of the factors that combine to give the Old World a great advantage over the new in the museum movement. The naive American attitude toward the museum is that of a place for the satisfaction of curiosity or diversion rather than profitable instruction, absorbing study, or applied learning. The American tourist in the European museum is an old and perpetual subject of humor and amusement for the European. Who has not stood, for example, in the Address before the American Association of Museums, Washington, May 13, 1924. Louvre, the Uffizi, or the National Gallery After a four-year course in an American Fortunately for me, I recalled the words written by Burke in 1791, "Great critics have taught us one essential rule. . It is this, that if ever we should find I subjected myself to long periods of both constant and intermittent exposure to the Louvre and subsequently to many of the collections of Europe. I traveled in a dozen countries and through many cities. If there was time to see only a few things, I always visited the museums and cathedrals, for I found these had much in common, and together were the best and surest means of insight into the art, the life, the history-in a word, the civilization that I was attempting to study. One day after the Great War was over and the treasures of the Louvre were once more exposed to view after a long period of seclusion, I stood admiring again the Venus of Melos. Two American officers came hastily into the room, took a hurried look at the celebrated Greek marble, and exchanged comments, "I do not think much of that," said one. "No, I don't either," said the other, "But, I like the ceiling. That is fine!" The humor and pathos of this episode carried me back to my first disappointment and disillusionment in the Louvre. Little had I dreamed after my first tiresome visit there that this and similar places would become some day among my chief sources of inspiration, pleasure, and profit. |