New-York tribune., 1922-11-28


rooms, he says, suggests stockyard
conditions rather than groups Of young
human beings.
Terrific Strain on Teachers
With these conditions, he is sur
prised that there has been no recogni-
tion of the fact that the schools are
not educating. Speaking for the teach
ers, he says bluntly: "They are not do
ing the job" He points to the ter
rife burdens the situation places upon
lhe instructor, who is striving TO teach
the children what it is thought they
ought 70 know, and the evident i'm
possibility, despite ali efforts, Of sd-
herring to the syllabus requirements.
Il Teachers and schools, he points out,
are rated on the basis Of percentage
of pupils promoted, so that in the
system Of striving for percentages the
standard OF what pupil is expected 20
I know is Likely to be nes:ected and
tends to become lower and lower.
I Many teachers, he says, are forced TO
! slight the formal syllabus requirements
to avoid breaking down under the
strain.
Aside from considering the admitted
| shortage of school buildings, which he
urges be remeded at the earliest pos
sible moment, DR.. Linville indicates
that his organization is making thor
| ough study of the actual results Of the
public educational system. q report up
or which, with suggestions for remedies,
! it hopes to have ready before the end
! OF the school year. DIR. Linville's dis
/ cuss'on follows:
"The question Why are the New
! York City children not being educated?'
| places in the mind the disconcertinu
idea that the city of New York will
spend next year nearly $1o0,o00,000 on
public education ard will not get what
the money is paid out for. This
I thought Of failure on the part of our
system of education enters q great
many minds that would not for
moment grant that public education is
attempting to work out an unsolvsbles
problem. With many the success OF
public education depends on the
amount OF money available for the pur-
pose. Possibly $25 100000 or $4,000
900 more would be enough to turn fall
ure into success.
Part Blame on Lack of Funds
'Whatever doubt one may have of the
effectiveness Of spending more money
on public education, there are certain
difficult conditions that are traceabie
! to the lack of money. Fer example,
out Of approximately 100000 children
/ in the schools more than 10000 are on
part time. More than 100000 are on
double-session programs. The double
session plan itself is almost necessarily
/ a part time arrangement. Part time
schedules give a maximum Of four
hours in the school day, while the full
day is one of five hours Of work. Often
part time and double sessions mean no
more than three and one-half hours OF
real school work q day. The 100000
children remaining are forced into
classes where the crowds suggest stock
yard conditions rather than teachahlc
groups of young human beings.
"In spite Of the fact that the schools
have long been Sin politics to the ex-
tent that each succeeding adninistra-
tion promises "a seat 9or every child,
ridiculing the handling Of the situs-
| tion by its predecessors, the number
of part-time and double-session
classes, as we'll as the crowding, have
steadily increased during the entire
history of the greater city. Large
sums of money have been set aside
spasmodically for new buildings, al
though the actual construction of
buildings invariably lage.
81 Per Cent of Budget for Schools
"Twenty years ago the amount spent
on the schools was about Is per cent
of the annual budget. Now 1t Is 81
per cent Of the budget. Although the
city is making some progress III mani
Testing q Willingness to spend more
money on the schools, the difficult con-
ditions are becoming more and more
serious: There is enough basis for
wondering whether the continuance of
orrtfo Tnr Ct
money on the schools will alone give
us the results we are seeking. Fathe'
Knickerboeker may love his children
dearly. Under ordinary circumstances
he may submit indulgently to heavy
draughts upon his purse, but in time
he will sit up and inquire with e1cus.
able sternness what the money Is be-
ing spent for. In the particular case
in hand, he will ask, or let us say, h.
should ask. what kind Of education is
being paid for with his ss5 o00,000.
"There have been periods in which
poytions Of the public have offered
| strong objection to the kind Of educa-
tion given in the schools. AT these
times the main criticism seems to have
been of the tfads and Prills' of the
schools. Occasionally there has been
opposition TO the development OF the
high schools, now giving instruction
to 100000 children. Many have pro-
claimed the supreme Importance OF the
essentials demanding that these be
given The main consideration. But
there has been no serious question of
the underlying principles of the sys-
TENS of education, no inquiry of the
stem itself as to Whist its purpose
and ideals really are. Moreover, there
l,as been no recognition Of the fact
that the schools are not educatinC
They are not doing the Job. Clear
enough indication of the truth Of this
statement is TO be found in the genera
dislike OF children for the school or
their indifference toward it's require
nlents.
"There still are great many per
sons who believe in the efficiency Of
the discipline of things and forces we
do not like. But the money cost Of
truancy, the money cost OF retarda-
I t!on in the progress of the pupils from
grade TO grade and the relation OBJ
viousiy existing between the holding
back OF thousands OF pupils and the
crcwoing in the classes all tend 20 peg.
suade the mind that consideration
must be given to elements that hinder
the movement of children through the
school years and to the efficiency of the
teaching.
"As an indication that the Depart
ment OF Education itself is deepls In,
terested in the working out oY Che
problems involved. it has issued pa
Gently very interesting pamphlet. an
titled Pupils Progress Through the