The copper era and Morenci leader., 1912-12-13

Beginning ia tho kindergarten the work ehould be controlled by the so- efa1 and play instinct and in the grade there should be increased opportuni- ty from the first grade on for carefully graded practical work. for some, at the same time that there is work increas- ingly more intellectual for others, and a certain minimum of both kinds of culture should, in the grades, be re- quired of all.
 But what is the result if such system of education is not provided? This raises our second problem. If we fail to meet such needs as I have stated the result is inevitable that pu- pills will fail to see in our schools that which prepares them adequately for their station in life. The second prob keep an increasingly greater per cent of our pupils in school?" And the an swer to this question depends on the answer to the first: How shape our educational aims and means so as to provide for the best citizenship and most complete living?" Our answer was, by recognizing the needs of the pupils and adequately providing for these.
 The second problem becomes al most no problem at all when the first one is actually solved, for once we provide for the needs of our pupils it will soon become matter of no great difficulty to keep pupils in school until they have qualified themselves to con- sciously direct their lives in a way conducive to complete living, which among other things includes good citizenship. The process of educa- tion is time consuming process, and if this be so, it takes time to develop a person so that he may live complete ly, if we mean by this that he must be taught the use of the practical, in tellectual, social, political, moral and religious aspects of our nature.
 And this time consuming process of education must not be cut of with the fourth or fifth grade. It must go on all through the grades and the high school and for many on into the College, University and r technical schools So it can readily be seen that neither of the problems of proper iy planning a system of education, nor the problem of keeping pupils in school until they have secured the means of preparing themselves for complete living, is a problem of the grades alone, but rather they are both problems for the high school as well.
 But it would be we'll at this point to ask ourselves once more in what
 
 with the question of nationality It can be briefly stated as follows: The problem of properly planning our pro- gram of studies with reference to cer- tain ends has been seen to depend largely on the foreigners hho are ill our midst, both the means and educa- tional aims of our schools must con- sider this large element of our popula- tion. Also the second problem, which is that of holding our pupils longer in school is largely a question of how to keep the Mexican boys and girls in our schools; how to hold them in the grades and to create in them the de sire to continue throughout the high school. We have said that the main answer to both is given when we show what to do for the schools, elementary and high, to make them of sufficient value to make it profitable in the end for our boys and girls to continue in the schools so long a time as that con sumed by the elementary and high school. We now see how vitally the question of nationality does concern us in Clifton, although we have treat ed the question in a rather general way. But nationality is only one of the great problems arising out of our local conditions and demanding our increased attention in the schools The next time I shall discuss the question of vocation, and how this matter effects our school. Later pa pers will discuss the social, moral re- ligious and aesthetic condition and how they effect our schools: and later do to better these conditions O oh