It is not in the applied courses alone that an extraordinary amount of co-operation has been attained. The academic branches, likewise, are so adjusted as to bear directly upon the work of the remaining courses. The Academic co-ordination is particularly noticeable in the English work, which is required of everyone during the entire high school course.
English composition is made to serve as a connecting, co-ordinating study--related to all of the other courses in the school.
The student in agriculture writes reports on various phases of agricultural work, collecting them in a folder and arranging them in order, according to subject. Chemistry reports, history reports, all are made a legitimate part of the work in English.
The results of this system have been more than satisfactory to Mr.
Breeze and his staff of co-workers. Students who would have left at the end of the grammar school, are attracted by the high school program, and "saved" by a high school course. The appeal of the school is a wide one.
There are no cla.s.s of boys and girls in Lowville who cannot find something worth while in the high school. Often a student otherwise not brilliant will succeed remarkably in a particular line. Of one such boy in particular Mr. Breeze spoke.
VI One Instance of Success
"He had no taste for Greek, but his reports and a.n.a.lysis in agriculture and mechanics were brilliant. The excellent drawing and sketching and the careful work showed how much appeal the applied course had made to his mind; yet but for the agricultural course he would never have come to high school. A farmer"s son with little taste for the ordinary academic studies was inspired by the idea of improved, scientific farming and was getting a thorough insight into the principles of agriculture, chemistry, physics, and mechanics, which will be of the greatest service to him when he takes up farming. Such topics as judging the age of cows, breed of cattle, cost of milk production, the cost of cow-barn construction, grain, hay, cattle rations, silage, and nutrition will all bear directly on the work of the farm in which he is so deeply interested.["]
So much for the contribution of the Lowville High School to the students who have gone out of its cla.s.s-rooms and cla.s.s excursions, stronger in body and more alert of mind. No less remarkable has been its service to the community. At the suggestion of the school authorities acting in co-operation with the Grange, the State, and several other agencies, Lowville has secured an agricultural specialist, whose business it is to travel through the countryside, advising farmers, discussing their problems and suggesting better methods of operating the farms, or of experimenting in new directions. Each winter for one week, a school for adults is held, with courses in agriculture for the men and courses in domestic science for the women. The teachers,--experts from the Cornell School of Agriculture,--are exceptionally well prepared to deal with the problems of New York State farmers.
Higher education at Lowville is education for everyone in Lowville and vicinity who wants it. With one eye on community needs and the other on the best means of supplying them, the Lowville Academy is giving to the citizens of Lowville a twentieth century higher education.
FOOTNOTES:
[Footnote 20: Much of the material in this chapter appeared originally in the Journal of Education.]
CHAPTER VII
A GREAT CITY SCHOOL SYSTEM[21]
I "Co-operation" and "Progressivism"
If any two words in the English language can express the spirit of the Cincinnati schools, they are "co-operation" and "progressivism." The people of Cincinnati, high and low, have banded themselves together in an endeavor to make good schools. Cincinnati schools are not a monument to any individual or group of individuals, rather they are the handiwork of the citizenship. In their eagerness for educational progress, the people are not hypnotized by every cry of "lo here! lo there!" nor do they live in terror of new educational ideas. Their one aim, the education of Cincinnati"s children, takes precedence over every other consideration. Perhaps that fact explains both the co-operation and the progressivism.
Co-operation in the educational work of Cincinnati has been developed to a remarkable degree. "There is not a civic society in the whole town which is not working with the schools," says former Superintendent Dyer.
Mr. Dyer might have left out the word "civic" and still have been very close to the truth.
Mr. Frederick A. Geier, a leader among the manufacturers who have made possible the "half time in shop, half time in school" system, says of his activity in co-operating with the school authorities: "As a citizen of Cincinnati, I am interested in the schools for two reasons: first, because good schools will bring under their influence the maximum number of pupils and parents, and it is the best agency I can conceive of for producing a high quality of citizenship; second, as a manufacturer I feel that the material prosperity of a community is directly related to the mental and manual equipment of its people." Showing his faith by his works, Mr. Geier has labored in season and out of season to make the schools of Cincinnati the most progressive in the country.
Speaking as "a woman and mother," Mrs. Isabella C. Pendleton, of the Civic League, which has played an active part in building up school sentiment, says: "I consider that the most important features of our school system are the manual training for boys and the domestic science for girls. I am happy to say that to-day a girl on graduating from our schools is capable of taking care of a home." As public schools go, that is not an insignificant achievement. No wonder Mrs. Pendleton, a woman and mother, is interested in schools which accomplish such vital results.
From what extraordinary sources do the schools in Cincinnati secure their support! "All of the local dentists have been brought into close contact with the school system by the efforts of the Dental Society to introduce mouth hygiene into the schools," says Dr. Sidney G. Rauh. "We dentists," adds Dr. Rauh, "are firm believers in general co-operation."
No less cordial is the Board of Health in its endors.e.m.e.nt of the schools, and in its efforts to raise the health standard of school children.
"I do not believe there is any city in the United States which offers as good an example of the spirit of co-operation as Cincinnati does,"
affirms Carl Dehoney, of the Chamber of Commerce. "Why are we so active in co-operating with the schools? Simply because we realize that good schools, and especially practical schools, which will fit young men and women for their real life work, have a tremendous bearing upon the efficiency of the people of the city." Mr. W. C. Cauldius, also of the Chamber of Commerce, says: "Our school development is the result of a few years of public support and sympathy." In similar enthusiastic words the leaders of every phase of Cincinnati life express their interest in educational progress.
II An Educational Creed
Let no one infer from what has been said that the people of Cincinnati are agreed upon all of the details of educational policy, nor upon the fundamentals either, for that matter, but they have adopted an educational creed which runs about as follows:
1. I believe in making the schools provide for the educational necessities of every child.
2. I believe that this can be done when all work together.
3. I believe that new ideas are the life-blood of educational advance.
That simple creed adopted by teachers, princ.i.p.als, mothers, manufacturers, dentists and trade unionists has become a great motive force in the upbuilding of the Cincinnati schools.
The most evident thing about the Cincinnati school organization is its democracy. The feudal spirit of lordship and serfdom existing in many schools between superintendents and princ.i.p.als on the one hand, and teachers on the other, is nowhere evident in the Cincinnati schools; instead, each teacher, thrown upon her own initiative, is a creative artist, solving her particular problem as she believes that it should be solved, and abiding by the consequence of her failure or success.
Early in his work Mr. Dyer made it clear that he would not tolerate a mechanical system of education. "Up here on the hill, in a wealthy suburban district, is a grammar school. Its organization, administration and course of study must necessarily differ from that other school, located in the heart of the factory district. The princ.i.p.al of each of these schools has a problem to face--each will succeed in proportion as he grasps the significance of his own problem and the readiest means for its solution." Is not that a refreshing sentiment from a superintendent of city schools? Note this other delightful touch: "My teachers soon learned that I regard the teacher who works exactly like another teacher as pretty poor stuff." Before the axe of such incisive radicalism, how the antiquated structure of the old school machinery came crashing to the ground, to be replaced by a system which recognized each teacher as an individual builder of manhood and womanhood, working to meet the needs of individual children. It is not an idle boast which the English make when they glory in the absence of a curriculum; for even the best curriculum, if mismanaged, is speedily converted into a noose, the knot of which adjusts itself mechanically under the left ear of teacher and child alike. The school authorities of Cincinnati destroyed both knot and rope by giving to their teachers and princ.i.p.als this injunction: "Make your school fit the needs of your children and your community."
The old-time, machine-minded school superintendent, filled with the spirit of co-operative coercion, a.s.sembles his teachers. "Now let"s all work together," he exclaims, "Here, Susie Smith, this is what you are to teach your pupils, and this is the way in which you are to do it." It was in quite a different spirit that Mr. Dyer said to each one of his teachers: "You do your work, I"ll do mine, and together we will make the schools go." It was in this spirit that the teachers were called together to confer on the reorganization of the course of study. Each teacher in each grade had her say in the matter. If the most insignificant teacher in Cincinnati said to Mr. Dyer: "I have an idea that I think would improve the work in my grade," his invariable reply was: "Then try it. There is no way to determine the value of ideas except to try them." By that policy Mr. Dyer surrounded himself with a group of vitally interested people, each one suited to the task in which he believed implicitly, and each one fully convinced that the success or failure of that part of the Cincinnati school system with which he was immediately concerned, depended directly upon his efforts. No wonder the schools succeeded!
III Vitalizing the Kindergarten
The kindergartens are at the basis of the educational system of Cincinnati, and they are in charge of a woman who believes in herself and in her work. Perhaps the people of Cincinnati are not justified in believing that their kindergartens are the very best in the whole United States, but Miss Julia Bothwell, who directs them, says, modestly enough, that she has visited kindergartens in many cities, adopting their schemes and improving in response to their suggestions, until she is convinced that no other city in the land can show a better kindergarten system than that of Cincinnati. In truth, her plan is ordinarily referred to as the "Cincinnati idea."
Cincinnati children begin their kindergarten work at four and a half or five, entering the first grade at six. While in the kindergarten they play the games and sing the songs that all kindergartens play and sing, but with this difference: their plays and songs are built around the things that they do.
The yellow October leaves of Cincinnati"s parks half shadow the activity of the busy cla.s.ses of little kindergarten folks who go there to work and to learn. The Park Commissioners, like every one else in Cincinnati, are in thorough sympathy with the work of the schools, so they allot to each kindergarten cla.s.s a plot in the park, in which the children--using all of the tools themselves--plant tulip bulbs under the direction of the park gardeners.
"Tulips are the first thing up in the spring," Miss Both well explained, "so we have decided to use them. For years we tried gardens, but children of kindergarten age are not willing to give gardens as much attention as they require; then, too, the gardens ran wild during the summer, so we have settled on the tulip. After the children have planted the bulbs they sing and talk about their work. Then, early in the spring, they begin to visit their plots, watching the first shoots of green as they appear, looking eagerly for the buds, and then, at last, as the reward of their interest, picking the flowers and taking them home. Thus, each child, during his kindergarten course, sees the complete cycle from bulb to flower."
Besides this flower-culture in the park, the children grow hyacinths in the school rooms, visit the woods to collect autumn leaves and spring flowers, make excursions to the country, where they may see animals and crops, and always, for a few days after an excursion, talk about the things which they saw, draw them, sing about them and play games about them. In order to facilitate the work the Board of Education leases a farm, to which the kindergartens go in succession. By these means the life of the city kindergarten child is thoroughly linked with nature.
These things are not new in kindergartening, however. They have merely taken firm root in the fertile soil of Cincinnati"s educational enthusiasm. The real excellence of Miss Bothwell"s experiment consists in connecting the kindergarten with the early elementary grades on the one hand and with the community on the other.
The first grade children of Cincinnati come back to the kindergarten teachers for an hour"s kindergartening once each week, in order to clinch the kindergarten influence on the lives of the first graders. The first grade teachers meet the director of kindergartening once each week, for a discussion of kindergarten methods, and an initiation into the kindergarten spirit. Thus the lump of first grade abstraction is leavened with the leaven of kindergarten concretes, and the grade teachers get the spirit of kindergarten work. In the near future Miss Bothwell hopes to have the kindergarten work extend to the second grade, in order that the spirit, rhythm, harmony and joy of the kindergarten may thoroughly permeate the roots of the Cincinnati school system.
Even more significant--if anything could be more significant than the breakdown of the ironclad, first grade traditions--is the grip which the kindergartens of Cincinnati have secured on the people. The Cincinnati kindergartener is more than a teacher--she serves many masters. In the morning she holds kindergarten cla.s.ses. On two afternoons a week she does kindergarten work with first grade children; on one afternoon she holds a conference with the supervisor; on a fourth afternoon she visits the cla.s.ses of first grade teachers or confers with mothers" clubs, and on her remaining afternoon she visits her children in their homes. Out of these varied duties has come: first, a group spirit among the kindergarteners, built upon frequent interchange of plans and ideas; second, an understanding of the relation between the problems of the kindergarten and the problems of the grades; third, a sympathetic grasp of the home conditions surrounding the life of many a difficult child; and fourth, sixty-one mothers" clubs, one organized in connection with each kindergarten, which furnish a social gathering-place for mothers, an opportunity to influence parental ideas, and a body of invaluable public sentiment.
The idea of a kindergarten, usually regarded as a small part of the school program, has been evolved until, in this one city, it is a potent influence, working on children, teachers, parents and public opinion.
IV Regenerating the Grades
The kindergarten is not alone in its appeal to the child and in its affiliation with the community. Traditional grade education has likewise been modified and rehabilitated until it makes an appeal to parent and child alike. In the first place, a consistent effort has been made to provide accommodations for the physical education in the grades of the fifty-seven elementary schools. Twenty-five now have fully equipped gymnasiums in which children have two or three periods of exercise each week. In the schools not so equipped the physical work is confined to calisthenics. Each year the Board of Education appropriates five hundred dollars for the Public School Athletic League, which organizes meets and games, open to all public school pupils free of charge.
Besides field days, baseball, soccer and football there is an athletic badge awarded to all pupils who pa.s.s an "efficiency" test in athletic activities.
The academic work of the grades is alive with enthusiasm. History, so often made a ma.s.s of dead names and dates, is taught in terms of life.
The children learn that history is in reality a record of the things which people did, and of the forces which were at work in their lives; furthermore, that the commonplace acts of to-day will be the history of to-morrow. Translated into ideas and social changes, history stimulates thought, turning the child"s mind from the purely personal side of life to the social activities of which history is made.
Arithmetic and geography begin at home, in the things which the children know and do. Both are taught in terms of child experience. Both call to the child mind the things of daily life.
English, too, which is so important an element in education, is made to reflect child experiences. Teaching the reading lesson of "Eyes and No Eyes" one teacher asked her cla.s.s: "Well, children, what did you see on your way to school this morning? What did you see, Elmer?"