The Fairmont West Virginian. (Fairmont, W. Va.) 1904-1914, 1908-10-08


gnsila STATES liet q national Bit Q
M atld there Is 50 much n
% the ~ Iona ihofl q
II sai s9lls ninlllii ies tan Tie Inc
itlon eceiye s. depends
upon the place ere he lives ii 81 II
/, DE oui. aim to bring about, IS III &
pos Aiple such an equal lion II efiI
rational alFantag es that all Children
tn every part 81 me Unite d States may
receive an equally good education.
I General Principles.
/. All children Of the United states
I should be eapeatea; therefore, Ia en-
Fry State. we VIII work for a eompnl.
ssry school law, backed by a g6oi
Child labor law.
1 2. Suitable school buildings should
be provided; therefore, we win en-.
Ideayor TO obtain: ia every community.
Ia well built, well-equipped, well-cared.
tfor building IN which to carry on the
school work. r.
q. Teachers Should be thoroughly
trained and adequately paid for taeit.
work: therefore. we will seek to Sc,
fclre normal schools OF definite stand.
lard; minimum professional require,
laents, without which no one may be
permitted to teach, and minimum sal.
airy, for less than which no one may
| be asked to teach.
4, Schools should be under expert
Sipervision in order to accomplish
their best work; therefore. we will
urge that. in every State, provision be
made for placing ali schools under tie
care Of trained superintendent.
). School work to be satisfactory
Should produce three results in the
UNDERSTANDABLE, efficiency, charac-
ter: therefore, we will mske the ef.
fort to Introduce into all the schools
training for the hand as well as for
the head. and definite instruction In
ethics and civics."
In order to carry all these aims out
most effectively, Miss Abbot was an
tborizetl BY the General Federation to
Initiate the educational committees OF
five national organizations of women
and to holdap annual conference with
the National Educational association.
that their efforts might be insnired
er1 directed by that great professional
BODY.
The FIVE Orc INFECTIONS. whose edpca-
Hcnal cantm'ttees arc thNs verr.9r-:
Shoulder 70 sh7Nldar for +ha es4 hl'sn-
r'nHt nj enforcement nj compulsory
education laws. the restriction OF catld
Ilabdr. evrert g:trerviStcn If echno1s.
I1eness~r,' cherecs II school currlcrla,
for The eYtenstnr n manual trai-tns
and the teaon'n~ nj 6'vics ?nd ethics.
-vrn the Association Of Calleeiate
Tho N-ticnrl Cornell ii .Tetwfsh wns
men Tho Southern Associ:t'on Of Col
Icy" y'-c-,c-. ri the g enerol Fedora
tt-r of yttr~,r-''s Clubs. "
Fp"l1 n-r-..''-stjnn is nlacinr before
rs e',""e - '',vestig-''rr arl action.
sae for, ~ SO princ'ni-r ro-rnl. md
tho wo"'- ''"ets with the hearty ap.
pruva1 of both teachers and narents.
IN connection with this new depart.
rent. and the discussions Of the ma
ners, I was was Interested in the
school nrohfeuts Of the present dav,
espPris11v the constant changes in tho
curriculum, or at 1eost suggestions of
rh'Dre. and +ta eprhasis n1aceH pnon
industrial arf sncial training. linking
the ''"hlic school more closely to life
conditions.
One of our highest authorities has
SAID.
"The sthnal hos taken over the en-
tire RESPONSIBILITY for education. which
e formerly SCARED with the home, the
farm and. the apprentice shon: and a
snria1 nr1ar IS established. in which
the Individual Is normally brought into
contact with number of Industrial
processes"
We listen with scme concern. and a
deterrinatloD tn look carefully into
this change, before giving 1t our IN.
qna1ffied approval.
Statistics s"v that 90 rer cent. OF
the school children. do not have nroper
bone surroundings. do not attenl
s"noHl bevond the grammar Grades,
u "Educatlnn is preparation for com.
nTetet living" then must he make our
schools a center Of life interests
We hear much in these days Of t.la
social asnect of education, OF the
school as community. The socializ-
ing of education Is an effort IN give
pupils, little nv little, a way OF look
ing at life. which shall enable them
rredral'v to see. things in their prop
er relations. to order conduct and to
contribute something to the stability
srl enrichment Of the life, in common
with their fellows. Stress has been
Ibid uIon instruction. hut education
Is more than instruction.
Unless the pupil from all his Study
of commerce and gecgranhy, ot his.
tory md literature. gathers to himself
3ppTnpr!ate sentiments, selects wor.
thy tSres az personality and conduct,
resnonds with bounding nulse to the
best Ideals OF personal development.
of soctnl service, OF loyalty to country,
The whole effort has been futile.
KNOWLEDGE which has not been trans
mitted into character is abortive.
The great problem Of American edu-
cation Is the problem OF maxine better
The solution OF the problem
life in bringing the school into closer
relation with life. The socialfzel
school. miller the gutdance Of a high
minded teacher. who sees life whole.
may render invaluable service.
The time is riDe for an examination
Of the scheme Of public education. for
the educational situation is one Of
great unrest: anil a complete reorgani,
yation of the public school curriculum
iS one wAV of Innaftnoy %hn raa.I.F . o