davidaulloa/AmericanStories huggingface dataset:
Evening star. [volume] (Washington, D.C.) 1854-1972, 1926-02-23
CITES ADVANTAGES
!. OF CONSOL|DATEDS
Minnesota Educator Declares
Plan Is Better Than Old
Rural School Idea.

An Endorsement Of consolidated
schools and plea for specially trained
teachers for the rural schools, were
made today by George A. Selke Of the
University of Minnesota and Vera M.
Teller, helping teacher, Belvidere N.
j., before the department of rural edu-
cation, State supervisors Of rural
schools section, at meeting in the
Interior Department Auditorium.
consolidated schools perform serv-
ices that will otherwise not be &C.
complished." said Mr.. Selke. These
services are usually providing q bet
ter education than can be given by
the one-teacher schools which are dis
placed, Offering rural children educa-
tional opportunities comparable to
those urban children have, or having
educational institutions that better
serve the enlarged rural community
OF the present day.
Arguments Are Answered.
I'VE have passed from the propa-
ganda period Of consolidation to that
Of evaluation. A mere statement Of
the advantages of the centralized
school no longer passes unchallenged.
To the arguments that the console.
dated school means better teachers,
longer terms, better attendance, trans
portation Of pupils, improved physical
conditions and the like. there is the
contention that such a comparison Is
between good consolidated school
and poor one-teacher school. Poor
teachers, short terms, lack Of trans
portat1on. irregular attendance, harm.
full physical conditions, and the like,
While more common among one.
teacher schools. are not inherent in
them
Miss Teller said any one who has
really taught in a one-teacher school
knows what a difficult, complex lob
1t fs-the most difficult in the whole
educational system. The teacher has
the responsibility of making good
citizens of from S to so boys and girls,
varying in size, intelligence and dis.
position. ranging in age from to is
or IL years. She Is expected to teach
everything from first grade to eighth
grade. She must be her own princi-
pal, Janftor, nurse, librarian, physi.
cal training misunderstanding in
fact. Quite big job for one person.
Cites Supervisors Duties.
Because Of the complexity of the
position to be filled. great care should
be taken in the selection of the
teachers" Miss M. Theresa Wiedefeld.
, assistant State supervisor of ele-
mentary schools Of Maryland, said.
The supervisor. as q teacher of
teachers. must consider the following:
Problems Of the group. and of the
I individual teachers and ways and
means Of solving these problems. She
| needs to know how to determine the
| main detectives for the year and how
TO plan procedures In the light Of the
ob1ectives. She must know how to
present new material to the teacher.
how to drill teachers in principles and
procedures which need to be auto
| matte, and how to help teachers apply
principles to their own situations"
Evening star. [volume] (Washington, D.C.) 1854-1972, 1926-02-23
ASKS new TECHNIQUE
OF TEACHING HISTORY
Speaker Before N. E. A. Unit
Would Require Child to Think
for Himself.

new technique of teaching his
tory-one that will require the child
to think for himself rather than mem
orize the thought of the author or
teacher, is badly" needed in the
schools today. w. J. Osborn, director
of educational tests, State Department
of Education, Madison. Wis, declared
this afternoon in an address before the
Educational Research Association of
the National Education Association.
meeting in the Masonic Temple, Thir-
teenth street and New York avenue.
We need particularly" he contin-
ued. some means OF realizing some
exceedingly valuable aims that are
not even touched upon at present.
This will afford a basis for a much
more intelligent supervision of his
tory teaching than we have had in
the past-especially in high schools.
Our history teaching is missing fire
If the relation of the teaching to es
tablish aims is used as a criterion. The
dominant emphasis is upon the train.
ing of the memory and upon organiza-
ton OF the essay type This is an ex-
cellent Illustration of the inertia OF
educational practice. We are still
teaching history in accordance with
an educational philosophy which Is
400 years old. The tabula rasa and
sponge theories are still exceedingly
alive in the current practice of teach
ing history in both elementary and
high schools.
There also is evidence of the old
faith in formal discipline. Whatever
our present theory may be, there is no
doubt but what our current practice
consists to very large measure in
Milling the child's mind with facts and
trusting to luck that he will remen
Der them and know when and how
to use them in his thinking. The fig
ures show that some emphasis is he
ing placed on practice in forming
judgments. This is encouraging as far
as 1t goes. We should have more
teaching Of this sort.
Emphasis on the value of histori-
car evidence occurs only occasionally
There Is some emphasis also on his
tory as a background for literature
ana science after we reach modern
times. History teaching should bring
out the good or bad qualities OF ma
tons, discuss the fundamental and
perpiexing questions of the present In
the light of the past and cali attention
TO the qualities of the great men and
women of the past that are suitable
Tor emulation by the children"
5. A. COURTS, public schools. De-
troit, Mich; F. P. O'Brien, U;ntversity
or Kansas; Ernest Horn, Iowa State
University; E. Z. Keener, public
schools. Chicago, and Carleton "
Washburne, superintendent of schools
W1nnetka, ILL.,. also addressed the
meeting. ''e
Evening star. [volume] (Washington, D.C.) 1854-1972, 1926-02-23
TENDENCY TO PAGANIZE
AMERICAN LIFE SCORED
Speaker Before Education Body
Believes Revival of OId-time Re
igion Would Be Beneficial

The general tendency ito paga nize
our American life has affected the
schools in very disastrous manner.
nor is half the harvest yet gathered. -
Clarence E. Mccartney of Princeton
University declared this afternoon in
an address before the Department OF
Elementary School Principals of the
National Education Association in the
Washington Auditorium
"a revival of the old-fashioned re:
ligion." he explained, would change
the atmosphere in our homes and give
us parents who will impress upon the
child that he has been born into a
world governed by moral laws the re-
wards of which are blessed and the
recoil of which, if broken, is terrific.
Nothing in the schools can compare
with high character in the teachers
themselves" he added. Prominence
should be given to moral instruction.
We would be better off with less ma
tionalistic patriotism-how we licked
the British'-and more of what some
one has called the fourth R
Righteousness.
The following educators also adj
dressed the meeting: Otis w. Caldwell,
principal Lincoln School. Columbia
University; Jesse NJ. Fink, principal
Palmer School, Grand Rapids, Mich,
and Warren A. Roe, principal Bel
mont Avenue School, Newark, \. J.
Evening star. [volume] (Washington, D.C.) 1854-1972, 1926-02-23
DECLARES TEACHING
IS GREATEST ASSET
Costly Plant Does Not Make School,
Maryland Supervisor
Says.

THE finest thing any school can
show is not palatial buildings, or
enormous enrolment, or park-like
grounds, or costly equipment. but
good teaching" Samuel NJ. North.
State supervisor of high schools. Bal
timore. Md, declared In an address
today before the National Association
Of High School Inspectors and Super
visors, meeting in the National Hotel.
High school instruction needs SUI
pervision at least as effective as the
supervision of elementary school In
struction." he added. 1T is matter
Of common knowledge that the ele-
mentary school method is far superior
to high school teaching procedure.
Elementary school teachers have had
normal school training, including prac-
tice teaching. for several generations;
high school teachers have had train
ing in general and special methods
for barely one generation. but with
practically no opportunity for prae-
tice teaching"
Joseph S. Stewart, professor of
secondary education. University of
Georgia, said the rural child today is
not satisfied with common school
education and this Is a just demand,
and the State should provide the
opportunity"
J. T. Giles, State high school super
visor Of Wisconsin. also spoke.
Evening star. [volume] (Washington, D.C.) 1854-1972, 1926-02-23
SPEAKERS STRESS
TEACHER TRAINING
College Courses on "Princi-
pies of Investment" Urqed
on N. E. A. Members.

High standards for teacher-traininp
ihsututions were urged by Edwin W.
ADAMS. principal of the Philadelphia
normal School, and a course for
teachers in teacher colleges on the
principles of investment was recon-
mended by Frank w. Smith, Paterson
State Normal School, Paterson. n T
in addresses before the City Teacher
Training School section Of the Ma
tional Education Association at the
New National Museum auditorium to-
day
Outlines Courses of Study.
MIR. Adams outlined the new courses
or study which are being prepared
and put into operation under his d.
rection In the Philadelphia Normal
School. "One hundred and fifty teach
ers nave been engaged for a period of
TWO years in this project" he said
In September of 1925 the new course
was put into operation for the first
semester with the entering class, re-
placing courses some OF which were
more than 80 years old. BY February.
1927, an entirely new curriculum Will
be in operation throughout the school"
1t Is our hope" he concluded. tina,
even when we have reached the poiut
where we feel VIC may venture TO plr
the results of our efforts into print. j,
Will not mean that work has stopped
and that we feel we have a finished
product. 1t is Our thought that each
course should be printed as d loose
leaf pamphlet, so that there will be as
little as possible in the way to hamper
or discourage constant study and re-
vision in the light OF everyday needs"
What Teachers Should Learn.
II eacners should learn the princi
pies OF sound investment and the ad-
| vantages of a broad field OF invest
| ment," Mr.. Smith explained. AN ele-
mentary study of finance, industry
and commerce for a Fundamental
| knowledge Of investments and invest
ment opportunities, TO guide in max
ing up sound Investment list, should
be a part of every teachers educa-
ton.
Teachers colleges should include
course for teachers on the principles
| OF investment, so they may know the
whens and why's of investment and
how to make a supplementary salary
by wise investment. The pedagogical
and psychological reactions on the
teachers work resulting from such
study and investment are marked"
Evening star. [volume] (Washington, D.C.) 1854-1972, 1926-02-23
URGES SUPPORT J
. OF RURAL SCHOOLS
Speaker Discusses Duty of
State Toward All Phases
of Education.

The outstanding need Of rural edu-
cation Is q crystalclear recognition
OF the fact that the State is an entity.
and that every ono Of its parts has an
equity in and a fundamental respon-
sibtlity for all phases Of education
that have to do with the rural COM
munities, Francis B. Haas. State su.
Harrisburg. told a meeting Of the De-
partment of Rural Education of the
National Education Association in the
auditorium OF the Interior Depart.
ment this afternoon.
/ State Program Stressed.
Tho State program" he explained.
must be developed SO that the inter.
dependence Of the various parts will
be defined in terms Of mutual inter
ests. obligations and responsibilities
and the sO-cal1ed rural program
must be clearly visioned as an into
grail part Of the State program.
LAS part Of such a State program
the rural program must challenge the
| imagination and deserve the support
not only of the rural community, but
| OF the urban community as well. The
| various types Of communities have
failed to realize that an important
part OF their own program is a clear
understanding Of its relative value to
the general educational policy of the
State.
Types of Community Life.
1.-THE interdependence Of the vari-
GUS types OF community life that go
to make up a State must be clearly
recognized in developing q modern
educational program. and such pro-
gram from the very outset must real.
lie that unequal opportunity for any
part means undesirable results for
every other part.
"A program will be sound and work
able In direct proportion as 1t results
from cooperative effort upon the part
Of those having an equity in the re-
suit.
The program Of education must be
professionally sound, financially feast
BILE. enthusiastically workable and
possible OF Interpretation TO its bene-
ficiaries."
Orville G. Brim, professor Of educa-
| ton, Ohio State University. and w.
l.. Spencer. director OF secondary edu-
| cation, State department of education.
Montgomery, Ala, also addressed the
meeting.
Evening star. [volume] (Washington, D.C.) 1854-1972, 1926-02-23
TALKS Of new TYPE
Of HONOR SOCIETY
c. C. Peters of Ohio Wesleyan
Discusses Methods in
School Discipline.

That colleges cater to their brighter
students rather than to their duller
ones us the customary suppositioh. y
G. c. Peters OF Ohio Wesleyan Uni
versity. Delaware, Ohio. said In an ad
dress today before the Educational Re
search Association of the National
Education Association, meeting in
Corcoran Hall, George Washington
University.
"A knowledge of accomplishment
quotients in college and high schools
would be valuable" Mr.. Peters ex
planned. "in all cases of discipline that
turn at all upon the question Of faith
fulness or unfaithfulness to college
duties; in deciding the number of ex
tra.curricular activities permitted or
advised for particular students; in de
Gliding the amount of extra work stu
dents should be permitted to carry; In
vocational or educational counseltng
in deciding the question Of the ad
visibility Of readmitting students to
college; in passing upon doubtful cases
for graduation; in deciding who should
be excluded from fraternities; In
determining eligibility for participant
ing in interschool contests; In stimulat'
ing competition In scholarship between
fraternities; in appealing to students
for increa sed effort. the appeal being to
reach a high attainment in relation to
ability; In setting. up new type of
honor society based upon what stu.
dents achieve In terms Of their abilities
to achieve, which society would be
open alike to all who would try no
matter whether born long or short In
native endowment"
Frederick Whitney, director Of Edu
cational Research. Colorado State
Teachers College, Greeley, Colo, told
the meeting a decreasing number OF
students in the States teachers colleges
are coming from families in the farm
and labor class and more from families
of business. the professions and other
like occupations.
Evening star. [volume] (Washington, D.C.) 1854-1972, 1926-02-23
Insists Parents Have Right to Know
School Methods for Marking Pupils

meaning there is no doubt should be
of much assistance in helping solve
one of our educational problems"
A worded system Of measures was
suggested as a basis for marking
pupils achievements in education as
follows: Preparation, application,
knowledge Of subject. use of English
and progress.
c. v. Courier, head of the Flint,
Mich. High School. stated the princi-
pal Of a large. modern high school
must assume the responsibility for
the intelligent and efficient handling
inside his school organization of large
sums Of money. sometimes sums in ex-
cess Of 500, 900 in a single year. ]. E.
Marshall. principal Central High
School. st. Paul. Min, reported 'in.
creasing attention is being given in ed
vocational discussions and writings to
extra-curricular activities" and Ross
NJ. Young, high school principal Of
Minneapolis, declared the school head
must be able to use the educational
microscope"
Other addresses were given by John
Guy Fowlkes. University of Wiscon-
sin. and f. B. Comstock, principal
North Dallas High School, Dallas,
Tex.
Evening star. [volume] (Washington, D.C.) 1854-1972, 1926-02-23

A national crusade designed TO
wipe out illiteracy tn the United
States was given impetus yesterday
afternoon when group of educators
attending the department of superin-
tendence convention decided to open
headquarters here and selected Mrs
Cora Wilson Stewart as director or
the campaign. Mrs. Stewart was
recent winner Of a $1,000 award for
work against illiteracy by National
magazine.
Invitations to all the State COM
rissioners of .educat ton to act on the
National council were authorized at
the meeting yesterday.
William Allen White was elected
head of the illiteracy group and Jane
Adams and Glenn Frank, president
of the University of Wisconsin, were
named vice presidents.N
The members Of the board Are:
Evening star. [volume] (Washington, D.C.) 1854-1972, 1926-02-23


Parents have a right to know the
progress of their children in school
and the marking system for passing
or falling should be such that 1t can
be easily interpreted by parents as
well as by educators, Bernard Ross,
principal Of the East Hartford. Conn,
High School. told the National Asso-
citation Of Secondary Principals meet
ing in the Central High School audi
torium this afternoon.
lit seems quite evident" continued
Mr.. Ross, that neither the number
nor the letter as used in our marking
systems has conveyed q like meaning
to the student. to the teacher and to
the administrator. Now these
three sets Of minds are not agreed
as to the meaning of the symbols
used to mark the results of instruc-
ton, can the parents, who also have
q right to know the progress OF their
children, interpret these symbols?
In too many cases marks denote
one of two meanings-namely, pass
ing or falling. 1t seems only right
that marks should define various de-
grees of achievement of school chill
dren. Since the common avenue OF
communication is words, a marking
system using words about whose
Evening star. [volume] (Washington, D.C.) 1854-1972, 1926-02-23
HIGH SCHOOLS ARE CRITICIZED
FOR SUBSERVIENCE TO COLLEGES
Relation to Elementary Grades Declared Weak by
Chicago Oficial-Physical Training instruction
Also Held Lacking in Efficiency by Speakers.

kind make this earth the home of
man."
Mr.. HartwelI advanced what in his
opinion should be the creed of the con-
vention. 1t included a reference to
the ideal system of public education,
(which will give to every boy and girl
a sound. vigorous body, an intelligent
understanding of the laws of health,
high ideals of useful service and the
capacity to render 1t.
Mr.. Patton emphasized the value OF
citizenship training. but declared. I'VE
have no expectation of creating 100
per cent Americans by this plan of
teaching citizenship, but we believe
that, rightly used. 1t may raise moral
levels a little higher than the old way,
may lead pupils to study their en-
yironment and society at large in a
little broader way than has been their
wont. and widen little more their
ethical horizons"
Work Urged for Help.
Mr.. Glenn, In quoting the objective
of theassociation to be the develop
ment of character through work, "
declared, I'VE are convinced that one
way. perhaps the best way, to create
the proper attitude toward work is to
work. and that 1t is the duty of our
schools to provide systematically for
this and to encourage the pupils to
engage in It."
Celebrating on his criticism of the
weak articulation of the high school
with the elementary school, Mr.. Began
said:
ITO use the figure of a famous
superintendent: Our educational sys.
tenn Is a huge cave In which the high
school Is a stalactite made from the
drippings OF the college. The lowest,
but not in line with it is the ele-
mentary school, a stalegmite made
from accretions Of many kinds. An
educational plumber Is needed to wipe
the joint.
THE high school belongs to the peo-
ple-to the majority. When the peo-
pie learn that the education of the
many is being sacrificed for the bene-
At of the few every educator will have
difficulty in accounting for his stew
ardship.
Time and money are given lavishly
In the elementary schools to the
teaching Of penmanship, arithmetic,
reading and other subjects, but in the
high schools little attention is given
to the conservation of this energy. Is
there any justification for discarding
the skill acquired in the grades?"
The session also was addressed by
David B. Corson, superintendent of
Schools, Newark, N. j., and Lawton
B. Evans, superintendent of schools
Augusta, Ga. Albert Edmund Brown
dean of the Ithaca Institution of
Public School Music, led in singing.
Evening star. [volume] (Washington, D.C.) 1854-1972, 1926-02-23

Criticisms of the school curriculum.
physical training courses and the ar
ticulation of the high school with the
elementary school were voiced by
speakers at an executive session OF
the department of superintendence. Ma
tional Education Association. In the
Washington Auditorium this morn
ing.
IAN intelligent adjustment Of the
curriculum will solve more educa-
tional problems than any other at
tempt at educational reform" E. c.
Broeme, superintendent of schools,
Philadelphia, declared. George r.
Staley, superintendent Of schools OF
Rome, n. Y. told the session, Our
courses in physical training all look
well on paper, but in actual opera
ton are likely to be weak on one
end. crazy on the other and clock
worked In the middle"
William ]. Began, assistant su-
perintendent Of Chicago schools, de-
clared: IA depressing feature Of
the development Of the American
High School Is its weak articulation
with the elementary school. Dom
mated by the college. the high school
overemphasizes the subjects demand
ed by the minority"
Other speakers were: William j.
O'Shea. superintendent of schools,
New York City; e. c. Hartwell, SUI
perintendent of schools, Buffalo. N.
Y; Leonard NJ. Patton, master OF
the Edward Everett School. Boston.
and c. B. Glenn. superintendent OF
schools, Birmingham, Ala.
Urges Health Education.
NJ. o,ch., dac,oro6 health educa
ton SIS the one aim that should be
emphasized in the revision OF the
course of study. We must give more
and better instruction in hygiene,
physiology and physical training,
place more emphasis on the building
I'D Of health habits which shall func-
ton throughout the life of the in
dividual.
The speaker placed strong emphasis
on the revision of the course OF study
In history, geography and civics and
current events, and said: These sub
jects should be loved by children. The
material In them should have a hui
man interest. 1t Is a sad commentary
on the work Of our schools that adults
read so little Of history and geography
in after life and are so poorly In
formed on civics questions and prob.
lens. History should make good cit
liens Of our pupils and should foster
love of country-real WITHHOLDING
patriotism. In geography, the human
aspect should be emphasized-the way
in which the great natural features OF
the earth and the occupations OF man