The Washburn times. [volume] (Washburn, Wis.) 1896-1976, 1921-03-24

percentage anu QUIET SlIHPlST oPCA"'
tions, but to treatment by means
of graphs which is most interesting
The interest of the children in this
work and its educational value are
unmistakable.
! The reading classes get their ma
terial largely from the newspapers
1t is needless to say that the proven
tive side is emphasized in the read
ing as well as the more narrowing
tale of accidents themselves.
The drawing classes find a live in
teret in the illustration of accident
situations and nthe preparation OF
slogans that will make a vivid ap-
peal to the eye as we'll as to the
mind.
The geography classes concern
themselves with such matters as the
life-saving service on the coast, the
fire-hazard in cities, the forest fire
hazard, and other hazards that have
a localized interest.
The nature classes study the safe
ty motive as it unfolds itself in the
various adaptations of animals and
plants to their environment, beaks
and claws for defence, wings and
swift legs for escape, protective
}coloring for concealment.
The work is carried into the drama
tic field, first by means of series OF
tableaux and second by means OF
simple plays, both prepared and exc
cuted by the children.
The work and interest do not stop
] however, with what is purely theor-
etical. In the st. Louis schools there
has been developed, not strictly a
system of self government, but an
advisory system which works in
close cooperation with the school au-
| thorities. This is worked through a
series of committees of pupils that
have to do with all the school in
terests in which the children may
be properly concerned. l had the
privilege of attending one of the
frequent luncheons of the chairmen
of these committees-children, of
course-and can testify to the eager
and effective and practical interest
that the children are showing in
the problem of developing thei'
school community along right lines.
| Among the most important of these
committees are those that have to do
with school safety; for instance, the
street crossing committee which has
| it regular school policemen-children
of course-at the crossing each day
to help to direct traffic and to get the
little children safely across the
street. On school picnics the safe
| ty committee is particularly on the
job ana takes vivid interest in
seeing that nothing happens to mar
| the happiness of the dav.
The work. of the committees does
not stop at the school. Some of
the committees visit shops and even
the coroner's Office there are confer
ences between the school commit
tees an dthe safety committees in
the shops which it is safe to say pro-
mote wholesome sympathy on both
sides.
cannot tell you how touching was
the appeal of these little citizens as
I saw them in the st. Louis schools
feeling the first STRINGS of their
responsibility in the world problem
of human suffering.
Such gripping interest as this
might easily become morbid if it
were given too great an opportunity
to expand. Remember, however,
that this is only one of a number of
similar interests-and that it has
no more than its normal place in the
child's school life.
To recapitulate In the st. Louis
plan safety is not taught as an adj
ditional subject, it is taught as an
additional subject, it is not taught
as bundle of precepts, but it is
made to occupy an organic place in
that body of experience which is
used as the medium for teaching.
| feel that | have demonstrated
two of the points that / set up: first
that there is real need for safety
education and, second, that it can be
introduced without deranging the
curriculum. have more to say,
however, on the third point; nemely.
that safety education can be made
to accomplish results, not only III
the reduction of accidents, but in
the, enrichment of the child's mental
and spiritual life.
If the world is really that finely
organized tissue hat we believe it
to be, it would be indeed strange if
we could effect any important ma
terial improvement without creating
a lasting emotional impression at
the same time.
Something of this must have stood
out in my account of the work in
the st. Louis schools. One more
thing however, | must prove be-
fore you shall be satisfied. must
show you that safety is something
positive, that it is not merely a
system of inhibitions.
May l, for the sake of knocking
him down, erect an adversary who
shall say "The desire for Safety is
an ignoable motive. The very flower
| and SAVIOR of life is adventure. To
the extent that Safety cuts adven-
ture out of life, life becomes insipid.
life is reduced to dull monotony of
material well-being but Of spiritual
poverty"
respect my adversary for his
| fine intolerance of what is merely
negative; / am sorry that he has
failed to see that Safety has it's
positive side as well as its negative
side.
The confusion comes from the fact
that Safety is a two-sided idea. But.
like most people with two faces, it
presents only one othe public. The
two faces are Safety from" and
Safety for" 1t is only the former
idea that you are thoroughly fami-
liar with. Not the least of the
! conclusions of President Wilson's
famous phrase Ito make the world
safe for democracy" came from the