New-York tribune. [volume] (New York [N.Y.]) 1866-1924, 1915-07-08

responsibility for the welfare OF a
group among all the members. 1t is so
simple that children understand it
easily, but educators do not perhaps
because it is so practical and they are
accustomed to dclling with theories.
THAT is the reason, think, why our
great educators have never discovered
this simple solution of the problem of
organizing a child world in which chill
drcn may get the best possible oppor-
tunity to develop without exhausting
the community financially.
Giving the children the best oppOr-
tunity to grow up does not mean Civ
ing them luxurious buildings and
equipment half so much as it means
giving them a chance TO be active.
"Now, children love to teach. As soon
as a teacher has caught the spirit of
democracy in education, if he is at all
inclined to original research and ex-
perimentation, he will discover that
children IF every age enjoy the respon-
sibility and the experience Of teaching.
Most teachers make this discovery, but
they get no farther than that. They
do not systematic the knowledge and
use it persistenty.
"Ou. Of my experience l can say that
any normal children. given the oppor-
tunitv and such guidance as any good
teacher is capable Of giving will rap
idly develop skill in teaching, and at
the same time a greater interest in the
subject matter to be taught, and, OF
course. a better understanding of it.
1--WE directed many experiments Of
this kind and always With success, for
this il one of the many practical, logi-
cal and valuable outcomes Of popular
government in schools. High, gram
mar and primary schools, as well as
kindergartens, are all fertile fields for
thi, improvement in educational
methods.
Every normal child ought to have
the benefit Of such exercise. The chill
drcn ought TO be teachers, either IN
some kind of rotation or by election
anon themselves. The electing adds
q most valuable moral clement, and the
teacher can always guide the children
so that they will do justice to all.
"Of course some teachers object to
all this. The curriculum requires so
much ground TO be covered that we
have no time for experiments Of this
kind they say.
IF our curriculum viii not permit
children opportunity for the develop
ment Of character through taking re-
sponsibility for their school affairs,
we'd bette change the curriculum. But
it has been my experience that the in
PRODUCTION Of democracy into a class
room saves as much ime as It takes,
and generally a great deal more.
at enables a teacher to direct, with
ease and joy, from twice to four times
as many pupils as is possible with the
ordinary old-fashioned method, which
is really not a method at all, but lack
Of method. It, therefore, at the same
time increases the efficiency Of the
schools and reduces very largely the
: total expense Of operating them. easily
+ from 30 TO 60 per cent.
III Mayor Mitche. were to treat this
matter Of citizenship and the art OF
teaching as he is treating Mr.. Wirts
plan OF Industry and housing. the
money problem Of the schools Of New
York would become comparatively in
significant and the efficiency Of the
schools multiplied BY large figure, TOO
large for any person who has not come
in practical touch with it 20 realize