The Bennington evening banner. (Bennington, Vt.) 19??-1961, 1922-07-03

come from parties not charged with
responsibility for tie education OF
children, but interested in promoting
some special cause. While. some
calls are admittedly of Inferior or
harmful nature, others are OF very
great value contributing effectively
to the welfare of the community and
the country. reacting to splenafd ad
vantage upon children, and giving vi
tally and point to school instruction
The pertinent question is,-which
ones measure up to such standards
OF worth?
1t will be seen that Interruptions
campaigns, contests. holidays, cele
brations and special exercises may
easily consume an excessive portion
Of the school year unless vigilence
and good judgment are exercised.
Because the school system is well
organized and effective, public and
easily accessible, and because child.
rem are naturally enthusiastic and
active, there is strong tendency for
those interested in promoting a mat.
ter OF general or even limited pub.
lie nature to turn to the schools for
assistance, or, as the institution in
which to disseminate doctrines and
propaganda. Moreover II must not be
forgotten that the teacher is really
the one on whom these calls are
made In addition to her exacting
task of instruction. discipline, care OF
health and morals of Children, care OF
school room Tor buildingy records
reports, home visiting, etc, she is
the one on whom the real burden OF
successfully putting these extra
things across.
Within the school itself there are
not few activities that, while valua
! BILE, interrupt more or less the regu
! lar work Of the school. SuCl are ex
detrimental and research work. edu
cational studies and missionaries
competitive athletic sports, secret
societies, special dramatic, musical
and other entertainments. extended
preparation for graduation exercises
class days and field days, teachers
meetings and conferences in schoo
hours, interruption of school program
for non-scholastic purposes, creating
notices, collecting pennies, sellin,,
school photographs, candy, soap, etc
Which activities should be encour
aged allowed or rejected?
How much time and energy should
he assigned to such calls?
Which contribute to and which
subtract from real education?
Is a given activity worth more Ciar
the regular work it supplants?
When do these distractions cease
to enrich and develop, and begin t
break down and. dissipate educationa
growth?
In how far and when should The
teacher and children be exploited fol
q given worthy cause?
To what extent should the schoo
be utilized as 4 public welfare es
adjustment instead of an education
al institution? Al
II the Commonwealth require.
the education of its people as safe
guard for order and liberty" of wha
does such education consist, and VIVA
immediate civic, social, or economi
services are of such superior valu
as to justify diminishing that educa
ton,
The cost of every such activit
equals the money value of the tim
devoted to it in school hours( pal
by the town or city plus the loss O
: regular work supplanted, plus tn
diffusion of interest-which call
Justify the heavy cost?
In conflict between regular wor
and special cause, which shout
have the right Of way?
II is difficult, Of course, to answe
these and similar questions in an
comprehensive way, Each instanc
must be judged on its own merit
'ertain principles do seem prett
clear, however, that will enable IN
= to promote desirable measures an
: to reject those that distract from tn
real tasks of the school. Such al
tie following;
No advertising nor commercial a
vicinity SHOULD be permitted in til
schools.
= Sectarian, partisan or controvers
N propaganda should be excluded
n Schools should not be used for &C
lection or solicitation Of money
Il The educational values for the oh
n dren of given cause, and not mer
n ly the cause should determine
81 adoption. (Such educational valu,
N include increased knowledge, patri
N ttism health, social-minde6ness, d
W ve'opment of character, etc)
The burden Of proof is upon Il
N petitioner to show that given PR
N ect is of value so superior to the r,
N ular work II displaces, as to justi
u the town, the teachers and the pupi
N indorsing it.