Evening capital and Maryland gazette., 1915-08-11
Education Outside Of The school

The educational Significance of
other than school agencies is empha-
sized in a current survey of education
al progress just issued by the United
States Bureau of Education:
Libraries, museums and art galle-
ries are unlocking their treasures and
seeking to establish avery direct rela-
ton to organized school work" de-
clares w. Carson Ryan, Jr., editor of
The Bureau. Numerous other agen-
cies and organizations are doing a
work whose direct educational infiu-
ence must, in the aggregate, be enor-
nous.
There are the three hundred edu-
cational associations, many of them,
like the National Educational Associ-
alton. and its branches, doing direct
work in the professional education of
teachers and school superintendents;
others. like the National Society for
the Promotion of Industrial Educat-
ton, carrying on propaganda for
education among the general public;
and still others, like the Public Educa-
tion Associations of New York and
Philadelphia, investigating city condi-
tions and stimulating an interest in
education among the people of the
local community.
Organizations like the Russell Sage
Foundation, the New York Bureau OF
Municipal Research, Carnegie Foun-
dation, and the General Education
Board. have brought into the work of
education the welcome influence of an
impersonal. scientific judgment, No
record of the year in education would
be complete that did not pay tribute
TO the work these organizations and
others of the kind are doing
colleges, universities and the nor
NAL schools are going far beyond their
own wallis in carrying education TO
the local communities. Nearly half
the colleges in the United States did
extensive work last year. The Fed
eral Government itself is realizing, as
never before, the desirability of wide
distribution of the scientific informa.
ton it has collected at large expense
of time and money, many of the bull
letins and circulars issued by the Gov
ernment are now affecting directly the
everyday produce of education.
"The BOYS and Girls Club work in
the Department of Agriculture and the
| circular letter service of the Bureau
of Education illustrate two different
| tvpes of the information service of the
Federal Government, both or recent
development. In the two years end
ing June 80. 1914, the Bureau of Edu-
| cation issued 112 numbers of its bull
| letins representing about a million
| separate copies, and covering nearly
every phase of educational endeavoi
/ for the direct use of school officials.
"a host of other organizations max
| ing no claim TO aplace in the formal
| school system are, nevertheless, doing
| active work of directly educationa
nature. The Boy Scouts, the Cir
Scouts, the Camp Fire Girls, women''
clubs, parent teachers associations
musical societies are centers; thes'
are doing a work whose educationa
importance is only beginning TO be ap
pretended. The influence of the fra
ternaI organizations is directly educa
tive. The whole vast field of reilg
ious instruction in churches and sun
day-schools represents an educaucna
| problem that is seldom viewed as sue
because OF the larger spiritual issue
that are felt TO be involved, and be
| cause of the traditional separation 0
church and state in America. Chau
tauouas, farmers institutes, lectur
courses, the Grange, Young Men
Christian Association, social settle
ments. summer camps the periodics
and newspaper press, these are q
truly educational agencies are school:
-C-
SahserFha fa THR CAPITAL