"Eilene became frightened at first and clutched the moon"s hand.
Just then Crono grabbed at her, but she was too quick for her, for she changed herself into a bird and flew out of the reaches of the witch.
"Shaking her fist at the girl she muttered, "I will get you yet."
"Then the witch returned to her caldron and Eilene returned to the moon. Mr. Moon then advised her to be careful for Crono wanted her for her prisoner. She did not heed this because she thought that she could outwit Crono with all her fairy power, but she was mistaken, for Crono had more power than she. One day, while sitting at the moon"s knee, listening to the story of how he got up in the sky, Eilene"s hands and feet were tied, and before Mr. Moon could help her, what little power that fat personage possessed was taken from him.
"Crono transformed Eilene into a snarling black cat which now always accompanies her on her Halloween rides when she tells the grinning Jack-o"-Lanterns of how she captured Eilene.
"Because Mr. Moon loved Eilene so well, Crono gave him a picture of the fairy, which he always keeps near him, and even to this day, if we look up at the moon, we can see the picture of Eilene. So let us remember that, although the black cat does appear fierce, she is really good at heart."
VI The Crow and the Scarecrow
When corn was sprouting, "Crows and Scarecrows" was announced as a topic, and one Irish lad, giving rein to his imagination, wrote:--
THE CROW AND THE SCARECROW
"Having a story to write concerning a crow, I decided to go to the zoological gardens and seek an interview with one of the species. Accordingly I went, and after pa.s.sing numerous cages containing all kinds of animals, I arrived at the bird cages.
Here in one cage all by himself I met Mr. Crow. He was a big bird with coal-black feathers that glistened in the sunlight.
"I made a bow, explained my errand and asked for a story. He c.o.c.ked his head to one side, looked steadily for a few seconds and then actually winked at me. "Well, young man," he said in a throaty voice, "you have certainly come to the right place. But as it is near my lunch time I must be brief.
""In the first place, I was the leader of as wild and mischievous a band of crows as you ever heard tell of. There was one particular farm in our territory we loved to visit. The owner"s name was Silas Whimple and he was the grouchiest, most miserly man in the county. He lived alone and what part of the ground that was tilled, he did it himself. As much to tease as to eat, we would pay him an occasional flying visit, digging up his newly planted seeds, nibbling at the young green shoots, or, later on, scratching up his potatoes. All his shouting and screaming did not scare us a bit. One day one of my companions came winging with the news that Silas had a farm hand. I laughed and said, "If there is another man on the farm then Silas Whimple must be dead." Off we flew to investigate. Sure enough, out in a patch of potatoes was a man. Watching him quite a while, I saw he did not move or make a noise as Silas would. He just stood still. I came down to take a closer look, when who should come to the doorway but Silas himself. He was laughing and shouting, "Now I have something to keep you away. The scarecrow shall keep you from bothering me any more." He laughed and laughed, but I watched my chance and flew behind this being and scratched off his cap. Then the story was out. It was only a straw man. I went back to my companions and explained, and before evening we had picked the scarecrow to pieces. Next day I was unfortunate enough to put my foot in a wire trap and then they sent me up here for life."
"At this moment his keeper came up with something to eat, so I bade him good-bye and left."
English, in these cla.s.ses, is so alive with interest that the children write with ardor and read eagerly the literature which, improperly handled, they learn so soon to despise.
The time-honored studies of the old curriculum may be charged with interest if they are linked to life. The most irksome task has its pleasant aspects. Even the three R"s may be translated into current thought.
VII School and Home
Even more significant for the future is the work which is being done in a few cities to train girls for their chief work in life--homemaking.
The home schools at Indianapolis and Providence are, perhaps, typical.
The Indianapolis School Board bought a number of wretched homes near one school in a crowded district. The boys in the school renovated the homes, converting one into a rug shop, another into a mop factory, and still a third into a shoe-shop. In these shops the children of the school did their trade work. Another house was made into a model home--(model for that quarter)--in which the domestic science department was located. Of this home the girls took entire charge, living in it by the day. There they were taught, by practical experience, the art of homemaking.
The home school of Providence, Rhode Island, under the direction of Mrs.
Ada Wilson Trowbridge, has received nation-wide recognition. Six hundred dollars, appropriated by the Board of Education, renovated and furnished the flat on Willard Avenue in which the school is held.
The girls who elect to take work in the home school--the work is wholly elective--may come on Monday and Tuesday, or on Wednesday and Thursday.
The hours are 4 to 6, or 7:30 to 9:30. On Friday, anyone comes who cares to. The day pupils are from the grammar schools and the evening pupils come from the factories and shops. Seventy-five names on the waiting list of day cla.s.ses indicate the popularity of the school.
"We try to keep the school like the homes from which these girls come,"
explained Mrs. Trowbridge, as she showed her tastefully arranged apartment. "The girls in the Technical High School worked out the color schemes, selected the patterns and bought the materials. We tried to get things which were good looking and durable."
The three kinds of work, (1) Cooking, (2) Housekeeping, and (3) Sewing, are carried on in rotation, a girl spending one entire afternoon at cooking, the next at sewing and a third at housework. Thus each girl does an afternoon"s job in each subject. The cooking cla.s.s studies successively "breakfast," "lunch" and "dinner," in each case preparing menus and cooking the food. A meal is served nearly every day. The service falls to the housekeeping cla.s.s, which is also responsible for cleaning up, tending the furnace, washing, ironing and the like.
Included in this part of the work are a number of thorough discussions of personal hygiene and home sanitation. To the sewing cla.s.s, the girls bring their home sewing problems. Certain cla.s.ses darn stockings while a teacher reads to them. Some girls make underclothing and dresses. The beginners hem table cloths, napkins, towels, dustcloths, etc., for the school. The cla.s.ses are small (ten to fifteen) making individual work possible.
"No, no," protested Mrs. Trowbridge, "we have no course of study, or else, if you please, there are as many courses as there are girls. Each girl has her problems and we aim to meet them."
The backyard, utilized as a garden, furnishes vegetables which the girls cook and can. These vegetables, together with canned fruits, jellies, jams and pickles, which the girls put up, give the school such an excellent source of revenue that last year it turned over $15 to the Superintendent of Schools.
The crowning work of the school was done in a bare upstairs room which the girls papered and painted themselves. "Two of them have since done the same thing with rooms at home," declared Mrs. Trowbridge, happily.
"Isn"t that good for a start?"
The home school stays close to home problems, dealing with the facts of life as the girls who come to school see them. It would hardly be fair to expect more of any school.
VIII Breaking New Ground
The regular work of the public school has been supplemented, of late years, by a number of significant innovations, of which the most far-reaching is, perhaps, a medical inspection of schools which involves a thorough physical examination of all school children by experts. By this scheme, the defect of the individual child is corrected, and the danger of widespread contagion or infection in the schoolroom is reduced to a minimum.
Following these physical examinations, the children who are clearly sub-normal are placed in special cla.s.ses or special schools, where, under the direction of specially fitted teachers, they do any mental work for which they are fitted, in the interims of time between manual activities. Weaving, woodworking, folding and similar employments hold the attention of sub-normal children where intellectual work will not.
The special school, freed from the throttling grip of an iron-clad course of study, studies the need of each child, and makes a course of study to fit the need. Although the special school has been used for incorrigibles, its real value rests in its care of the defective child.
Anaemic children and those who show a tubercular tendency are treated in open air schools. In Springfield a special school was constructed. In Providence an old building was employed. In all cases, however, the windows are notable by their absence. The school supplies caps and army blankets, a milk lunch in the middle of the forenoon and the afternoon, and a plain, wholesome dinner at noon. A few months of such treatment works wonders with most of the children. It seems only fair that the sick school child should be treated to fresh air and full nutrition, even though the well child is not so favored.
The open air school has borne fruit, however, in the establishment of numerous open-window cla.s.ses. Against these cla.s.ses, there seems to be only one complaint. The children are too lively. Fancy! They get a supply of oxygen sufficient to stimulate them into life during school hours. How tragic this must seem to the teacher who is in the habit of calming the troubled spirits of her cla.s.s by a generous administration of closed windows and carbon dioxide.
A few cities are attempting to relieve underfeeding by the provision of wholesome school lunches at cost. Buffalo leads in the work, with Chicago, Philadelphia and a number of other cities trailing behind. When you remember that the Chicago School Board reported that in the Chicago schools there were "five thousand children who were habitually hungry,"
while "ten thousand others do not have sufficient nourishing food," you will perhaps agree that the time has come for some action.
Among the liveliest educational movements of the day is that of providing school children with a legitimate occupation and a convenient place to be occupied outside of school hours. Chicago, with an unequaled system of playgrounds, and Philadelphia, with a department devoted to school gardens, are leaders in two fields which promise great things for the future welfare of American city school children.
IX The School and the Community
Not content with doing those needful things involved in the education of children of school age, the school is reaching far out into the community. Night schools came first, as a means of education for those who could not attend school during the daytime. Every progressive city and town has a night school now, and the scholars who come after working hours use the same expensive equipment that is furnished to the regular cla.s.ses. Machines, cooking apparatus, maps and blackboard all do double duty. In the foreign quarters, particularly, the night schools attract a large following of adults, eager to learn the language and ways of the new land. Though many a one falls asleep over the tasks, who shall say that the spirit is not willing?
Public lectures are being used more and more as a means of public education. There is scarcely an up-to-date city that has not some public lectures connected with its school or library system, while in a center like New York, the Board of Education has established an elaborate organization for the delivery of lectures in public school buildings throughout the city. The lecture topics--widely advertised through the schools and elsewhere--cover every field of thought.
Perhaps the whole movement of the schools to influence the community may be summed up in the phrase, "A wider use of the school plant." Why should not the schools be open, as they are in Gary, day and evening, too? Why should the mothers and fathers not be organized into "Home and School Leagues," meeting in the schools as they do on a large scale in Philadelphia? Why should not the social sentiment of a community be crystallized around its schoolhouse, as it has been in Rochester? Is it better to have the children playing in the street in the summer time, or in the school yards and playgrounds, as they do in Minneapolis and St.
Paul?
The billion dollars invested in the school plant must be made to yield a return in broader social service with each succeeding year.
X New Keys for Old Locks
Nor have progressive educators been satisfied to change the methods of teaching old subjects. More important still, they have introduced new courses which aim to open larger fields for child experience. Hygiene, nature study, civics, manual training and domestic science have all been called upon to enrich the elementary school curriculum.
The nineteenth century physiology--names of muscles and bones, symptoms of diseases and the like--has been replaced in the twentieth century schools by a physiology which aims to teach that the body is worth caring for and developing into something of which every boy and girl may be proud. Beginning with nature study and elementary science, the hygiene course in Indianapolis emphasizes, first, the care of the body and then, in the seventh and eighth grades, public health, private and public sanitation, etc. From nature and her doings, the child is led to see the application of the laws of physiology and hygiene to the life of the individual and of the community.
Nature study, elementary science, horticulture and school gardens have taken their place, on a small scale, in all progressive educational systems. There is an education in watching things grow; an education in the sequence and significance of the seasons, which brick and cement pavements can never afford.
Scattered attempts are being made to teach children the relation between individual and community life. All of the seventh and eighth grade children in Indianapolis visit the city bureaus--water, light, health, fire and police. Trips to factories teach them the relation between industry and the individual life, while social concepts are developed by newspaper and magazine reading, book reading and cla.s.s discussions of the articles and books which are read. At election time they discuss politics; they take up strikes and labor troubles; woman suffrage is occasionally touched upon; and they are even asked to suggest methods of making a given wage cover family needs.