Evening star. [volume] (Washington, D.C.) 1854-1972, 1929-09-22


equal footing with their own children. The
administration Of city schools also has become
almost as complicated a matter that of Q
large private corporation.
AT the time of the adoption of the Consti-
tution the average total length of school at.
tendance for the individual was go days. in
1870 1t was 1900 days, the highest average
length OF school life ever attained anywhere
In IT'S the elementary curriculum consisted of
the three RS, with spelling and the Bible added.
Twenty-Five years later grammar, geography
and bookkeeping had been included. In an
other Is years history was added and the use
OF object lessons begun. BY 1875 the "frills"
OF the previous half century had acquired the
status of essentials" grammar geography and
history holding secure places in the program
While new "frills" appeared in the form Of
civics, music, drawing and health education.
BY 1925, century and half after the be-
ginning the curriculum included not five but
20 subjects. AS 1t stands today, the defenders
OF the system assert, the program reflects not
SO much the abstract theories of educators as
to what constitutes correct educational pro-
cedure as it does the popular conception Of
what constitutes satisfactory school,
The movement to adapt school work to the
ability and needs of the individual pupil is
found to be gaining ground all over the coun-
try. In other days the teachers who followed
the supposedly democratic practice Of treating
all children alike were the ones most likely to
receive the commentator of their superors and
the school board. 1t is now generally discerned
that however beautiful may be the theory of
equality Of treatment. actually the practice may
be most unfair. Biology and psychology are
showing more plainly than ever that each in
dlvidual differs from others In degree and
quality OF power and that to treat all diff
ferently would be more nearly just than the
other method. And 1t is now seen that there
is nothing undemocratic in such practice.
THE inclusion Of safety training and visual
education In curricula continues to Increase
Accident statistics prove the merits of the for.
mer and to determine the benefits of educa.
ton through motion pictures and similar media
there is still IN progress a study Of the results
in which $4,000 elementary and high school
pupils are being used as subjects This reRi-
ment OF youngsters has been divided into two
great battalions Of equal number, the members
OF which have enjoyed equal home environ-
ment and social conditions and are of an in
tellectual level Visual education methods are
included IN the curriculum of each, but in
unequal proportions, and while the formal find
ings in the investigation have not yet been
compiled some extremely significant compare
sons OF results have already been made mani.
fest, enough to warrant continuation of the
connection it is now universally felt that no
high school, at least is modernly equipped
which does not contain a motion picture pro.
Jector, and the national library of really etiu.
cational films is constantly expanding
Possibly 1t should be whispered or spelt out
when small boys are within hearing but there
is perceptible trend toward lengthening the
number OF school hours per year Surve shows
that within the last two years so of the 500
cities polled had extended the school year from
TO 20 days. The New York school year is
now 100 days and there are few which are
longer. There is q marked tendency also to.
ward Longer school day.
However, the hours an American child spends
In school are only fraction of his total walk
ing time and such parents as are inclined to
shift most Of the responsibility for his welfare
should know what the figures show. Says Dr.
w. S. Deffenbaugh of the Federal Bureau Of
Education:
Since children may be In school not more
than 200 days year and not more than six
hours day and in only few cities as long
as that, the school should not be held respon-
sble for the childs complete education. The
home, street and place of amusement have
him under their tutelage most of the time II
child attends school six hours for 200 days
Of the years from the age of 6 to II, inclusive.
he is in school only 14,4O0 hours. Counting
nine hours for sleep, he has IS hours a day
at MS disposal during the IL years IN which
he is awake IS, TOO hours. Thus he is in school
only 21.9 per cent of the time awake from
to 10 years. The actual average is only 152
days OF school abundance per annum, So really.
American children are spending only ia per
cent of their waking time in school,"
That millions of parents have reached an
effective realization of the responsibility thus
disclosed is demonstrated by the continued
amazing growth Of the parent-teacher move
which
of the country. Within the last decade the
membership Of the National Congress of Par
ents and Teachers has grown from 189 1872 to
1382741, more than LOT 900 mothers and IA
theirs joining within the last year.
This organization which has done more than