The New York herald. [volume] (New York, N.Y.) 1920-1924, 1920-11-14
Where and Why Our Schools Fail Sgnay in Elementary EduCatO

quality of our citzensnlp is measured py
the degree of our unselfishness. In no field
of school work is there greater need than
in that of the development of spirit of
social interdependence and attitude of
genuine altruism.
The use Of leisure is an increasingly inn
portant problem with which the schools
have done very little. The recreation sur
vey Of Cleveland showed that the recrea-
tional interests of children received very
little consideration by the schools and, in
turn, that the works of the schools had very
little TO do with determining or influencing
the recreational activities of the children
outside of school This study included an
investigation of the spare time activities of
over $4,000 children.
We presumably teach literature, music. art
and physical culture in order 10 cultivate
interests and tastes which will extend TO
life outside of school and help one spend
much of his leisure in the wholesome enjoy
ment Of these But. as these subjects are
often taught the school work in them often
tends more TO destroy the interests of chill
dren in them than TO stimulate cultive and
direct them. In many school almost every
lesson i'm literature. music and art adds just
so much to a growing feeling OF distaste for
them The only way to have these subjects
give increasingly wholesome enjoyment out
side of school and throughout life is so to
teach them that they are genuinely enjoyed
in school We would better not have them
taught in school at all than TO have them
taught i'm such n way as TO lead children 10
dislike them. ITO miss the JOY is to miss all.
Tests for the Schools.
We can measure the values of school
work only in terms Of the results We have
n right 10 require that every school expert
ence shall stand the test OF making some de-
slrable difference in conduct OF each pro
posed unit Of school work we may ask: Does
Il help the child 10 care for his health in
some definitely effective way? Does Il make
him more efficient in meeting the practical
everyday problems OF life? Does Il help him
moro fully to cooperate with others for the
common good IN the social and civic rela-
tionships OF broad and unselfsh citizen
ship? Does il help him TO use his leisure
time with more wholesomeness and happi-
ness? If such proposed experience yields
definite positive results in providing values
IN one or more Of these fields and in de-
gree relatively important then it is justified
as appropriate otherwise it is not.
II is possible TO use those practical stand
ards IN planning and judging the worth Of
school work The subjects of study may re-
main and the general organization OF the
school continue very much as at present
The changes lie in broadening practical
aims. using methods that are found success
ful in the pursuit Of life purposes outside Of
school and utilizing the initiative, energy
enthuslasms, interests and capacities OF chill
Gren as these express themselves naturally
and az they may be directed into Increasingly
effective service in the business OF real liv-
ing BY the application Of these tests we in
clude, either as means or as byproducts. the
mastery OF the fundamentals. and the de
vciopmcnt Of intellectual power personal in
tegrity. refined emotional life patriotism and
al Of tho social and moral elements that go
TO make that quality OF character which we
arc proud to call the finest Americanism.
To point the way to such a constructive
modification Of elementary school practice
through some detailed working suggestions
IL tho next step IN narrowing the margin OF
failure to a minimum