The Washington times., 1925-01-16

early In life, according to FiaHett
who has put the Denver public
school system. during his eight
years administration, In tht
frOHt rank among publi'' schools
Of the larger cities Of the United
States.
EfaIlett. with g considerable
private fortune, has devoted his
time and energies Tor nearly 9
decaAle without salary. to the up.
building oG the Denver public
school system. Under his super.
vision, antiquated, cOngested
sIhoOI buildings have been re.
placed during this period with
l'mOfiern structures with every
equipment for the physical as
well as mental development O1
the children Of Denver The
teachers saIary schedule has also
been raised TO q point that fixes
the minimum at $l.20O per an
mum and the maximum at 5000.
Aim 81 EaucatiOm.
.Utilfty Is not the sole aim of
education, Hallett declared.
There are certain other values
IN human life OF equal Inn
pOrtance," and he frOwned upon
the advocates of efficiency and
utility who see their ultimate
goal I'm the achievements of an
educational system that only
eQuips each child with b maxi
mum of practical Information at
q minimum cost.
This system, he said, places
the school too strongly on q
factory basiS-it measures its
achievements In terms OF pro-
ductivity only"
Such an accomplishment, HAL
lett conceded, has some value In
the consideration Of any educa-
tiOnal system. but modern
methods Of incubation, he said,
should go much farther.
II would put culture into q
practical relation with the lives
OF all school children" Hallett
said.
There Is no reason why the
family Of a working mana man
who works with his hands
should not enjoy and patrOnize
grand opera, and there Is no rea-
son why the children Of the
financially less fortunate should
not get enjoyment out OF a set
of etchings or fine oil paint
ings."
Educate for Leisure.
And therefore the Denver
schOl sage would educate the
child for leisure as well as work,
ing hours. Practical. education.
he said, seeks to enhance the
child's efficiency in the business
OF getting things done" At the
same time. he believes, cultural
education should be aimed to
build up the child'a reserves Of
strength, vision and en3Oyment---
''fountainheads from which
spring a very effective Ameri-
can spirit
HaIlett declared also that
American educators should study
the temperament Of the Amer
lean people.
Study Childrcn.
Some children" he said, do
not take to books, but take to
mechanical occupation and arti-
sbnship. It is- as undesirable 10
cram the latter with book learn
ing as it is to stuff q child with
cultural desires when the ca.
paclty for achieving them may
be limited. There Is a saturn.
ton point. Exceed this-accus.
tom the child to an expectation
OF life that Is beyond his natural
capacity to attain---and YOU start
g war in his internal economy
He becomes dissatisfied because
ne cannot see the relation N
What he Is doing with what
he wants."
In commentnge upon the nu.
merOus innovations In present
DAY methods Of teaching In pub.
Hc schools, Hallett concluded:
| a lot OF people do not see
any occasion. OF CHANGING thAiT
methods pf thinking. TKev fseI
the good old precepts remain
the same. ana .7understand n
that. though the previous gen.
Grafton is good enough for l,s
What these people do not under.
stand h that, though the ure.
ceptS may remain very ndnch
the same, the application 4,
them to changing conditions. ~
new concepts and fnnfftnfIons
may not have had any precedent
m past experience.
Understanding Necessary
For example: Strict adher,
ents to the old principles 81 IL.
havior frown upon the conatIr,
OF the modern flapper. she /.
i 1Wropg. they say; she A roins
to the dewitt. Let her 70. nn,I
advertise the fact 90 that others
may not be tempted to do HE
But this attitude "a not Roin,
to solve the flapper.
Il The first thing, II Seems Il
L. 4 -