Atlanta semi-weekly journal. (Atlanta, Ga.) 1898-1920, 1918-12-31
Physical Defects an School
Children and Young Men

conditions of affairs until the army
officials were compelled to deviate
from their fixed practice of denying
illiterates admission into the army.
THE remedy for the high percen-
tage of illiteraey in the United
found in an increased interest of the
state governments and the national
government in public education. 1t
is an intense national interest in
peace times ana war times that all
the people should be able to read, and
to read the English language.
Every school program in the
United States should provide at once
for the acquisition by every pupil
of some kind of ocular and manual
skill. There is no such general pro-
vision or expectation now, but the
lesson which the war so plainly
taught must not be lost on any of
the authorities that control or infiu-
ence the programs of elementary and
secondary schools. 1t is not
to be expected or desired that. all
pupils should acquire the same sort
of skill. On the contrary, variety
among pupils is highly desirable, but
it is Indispensable that every pupil
acquire some skill. Every girl should
learn to sew and cook, and every
boy, when he is strong enough,
should learn to use tools. Every
child, whether girl or boy, should
learn mechanical drawing and the
elements of freehand drawing VIM
Struction- -thase~~sHh1ects should
begin in the elementary school and
be carried through the secondary
school. And, in addition, every child
should study the elements of chem
istry, physics and biology in an ex-
perimental and concrete manner,
partly for the reasoning of these
,@f hut leo. frNrs Ene
training of the senses whiQh come
through the proper study OF them"
Training the Senses
In regard to the training Vof the
senses, DR.. Eliot has this to say: "In
most American schools there has
been a lack of systematic training
of the senses, and little intelligent
effort has been made to procure in
cessant activity on each pupils part
to record, remember and describe ac-
curately observations made by his
own senses. Little systematic train
ing has been given day by day In
the processes of determining facts
and weighing evidence. No systema-
tic, everyday practice of accurate
statement in speech and writing has
been insisted upon. Worst of AL.
American schools have neglected tC
enlist and cultivate assiduously the
interest of each pupil in his daily
that no human. being-child, youth
or adult-can do his best work I'M
less he is taking an interest I'm that
work. Hence, American schools have,
as a matter of fact. failed to train
the great mass of children for sue
cessful earning of a livelihood in
the American world of today. and at
the same time they have failed. for
the most part. to inspire the children
with the tastes, ambitions and as
pirationS which would guide them to
n sensible and enjoyable use of their
leisure"
As DIR. Eliot says. this IS a Sc
rious indictment against the Ameri-
ran schools; but to prove the truth
of his statement. the grownups OF
today have only to look back at their
own school experience. when thew
will no doubt find that the same con-
ditions existed then.
Our powers of observation. reason
ing and correct statements are due
largely. if not altogether. to the
training of the home or to the trade,
calling or profession from which we
gain our livelihood.
Tt is not altogether for the col
legeS or school authorities Of the
country to bring proner influence to
bear on public opinion in suppor1
Of such remedies as are suggested
by DR.. Eliot. but II is the DUTY of
every person possessing leadership.
as well as the parents Of every child
in the country. to discuss these
nroblems and cause nroDer measures
to he taken rs will correct these
~~oat evils in our school life.