Evening public ledger. [volume] (Philadelphia [Pa.]) 1914-1942, 1922-06-01
NOW MY IDEA is THIS!
Daily Talks W Thinking Phladelphian Subjects They
Knou Best
KnotU Best

work. in talking with an older girl about
me High School. the smaller one said If
J mad only known; but l am spoiled for
more education now
=, This incident determined US to start in
me primary schools with the littlcst chill
dr"n. W" try to make them happy in their
school work. to encourage them with their
S'udics. and to bring mental pictures Of the
nom" TO the school and Of the school to the
nome nome But although the primary schools
""r" mus taken caro- Of. we did not give
up work with the other grades.
Scholarships Are Awarded
W" hay" also n scholarship department.
from which "" distribute about $4,000 q
year. The scholarships run from Sl.1J 20
money is paid to the chill in place Of the
wages he might earn in industry. To be
"liglb!" for II scholarship the child must be
"i 'in' hg" 10 work and still desire to remain
IN Srhool. These scholarships have been the
educational salvation of many a child who
oIh"rWise would have had to stop school and
20 to work TO help support the family
The school counselor in philajelphia
combines what is known in other cities as
NiSitlnS teacher in the lower grades md
vocational guide in tho higher ones. The
counselor gets the confidence of the child
mus learns OF his ambitions and capabilities
ana puts this knowledge to the best use
for the benefit of the child himself The
counselors have desks in the school and do
individual work and to cite a single result
truan'y has been greatly reduced through
th'lr efforts. But this j. not the principal
p"h"ht which the counseuIs confer upon the
educational system Of the city, because they
are IN" connecting links between the school
ana To" community and. as such, exert Il
great and beneficial influence upon both
Last wear we used 217 different agencies
IN me rity 2'3a times in the effort TO benefit
we rh'Idr'n. w" arc always trying TO reach
IN" causes of delinquency and to reduce
even II We cannot eradicate them.
Training for Teachers
nero Is also training department for
teachers. To encourage this We offered
last year twenty-five scholarships for teach
"rs ana principals and woro astonished TO
recelV" eighty nine applications, six of them
from principals. At the end Of the term
W" had two classes. ono for regular teach
"rs and one for special teachers In the
student classes we had students from Bryn
Mawr, Swarthmorc and the University of
PENNSYLVANIA, who were taking regular work
Tor credits. There Is also n class for vol.
unteers that is, persons who are willing
10 give their tim" 10 assist the scnool coun-
selors.
'ExpNriencc in both teaching and in
social service work is required Of those who
desire to become school "ounseors MANY
OF the teachers take this course so that they
may recognize when the child needs helm
IN his social life, as they recognize when he
needs assistance in his scholastic life.
Tho counSclors find bad home conditions
ana remedy them whore possible Through
their efforts the child becomes an individual
10 the tcnrh"r. AS result, many so called
bad children have become real persons and
nor mere trouble makers to the teachers. II
makes an essential difference in the teach.
er's estimate Of a child when the instructor
knows that m" child has slept under four
chairs instead OF In bed and has come
to school with an insufficient breakfost nr
without any at all. The counselor finds
ont 'hcs" things and the general result Of
their work has been improved conditions
both in the homo and in the school. +"