Milford chronicle., 1933-03-17
Program Of Public Education
During Period Of The Depression
Report Held Teachers College, University
York, NJ. w. February lG l933

/ built. II is the rightful heritage OF
every American child II is funda-
mental to social welfare and to ma
tional morale. Only through educa-
tiOn may we hope for an orderly so
luton of our social and economic
problems.
! Our general welfare demands that
the American program of education
be maintained and improved. This
program proposes to provide educa-
tiOn suited to the needs and capaci-
ties of all boys and girls through the
period of childhood and youth. II
is concerned not only with intellect
i ual achievement but also with physi-
cal and mental health. 1t should
offer that variety of opportunity
which will make possible a. maxi
mum of achievement for children
who vary greatly in physical and
mental capacity, in interests, and
in ambitions. Its goal is the achieve
ment Of equality of opportunity This
is our fundamental American phi
losophy.
Our schools are carrying an ever
increasing load. The number of
those registered in secondary schools
has more than doubled during the
past ten years. Unemployment
among youth and adults has placed
upon the schools the task OF re-
training and re-educating a large
percentage OF our population. Dis
tress due to unemployment and the
breakdown of homes has added to
the obligation of the school in the
care of its pupils. The total social
and economic situation calls fOr. a
mighty service from the schools in
building and maintaining the morale
of children and youth. This chal-
lenge must be met.
If we contemplate the problem of
adjusting our schools to the needs
and capacities of boys and girls and
to the social contribution which the |
schools are called upon to make, IL /
Is obvious that a narrow school cur !
riculum is menace TO our social /
welfare and to our national morale. /
There are no more dangerous ele- |
ments in our society than those |
well-meaning though often selfish !
nersOns Who would restrict the
schools to the three RS. who cry out
against the "fads and frills" and go
so far as TO include in the "fads and
frills" such basic elements as edn-
cation in art, in music. in health,
and i'm social, political. and ecOnOm-
ic understanding. While the mas .
terry of the tools of learning is es-
sential to social living, II is never
theless true that the three RS by no
means comprise all the fundament-
ais of education. The development
of innate abilities and interests. of
high standards of taste and appre-
citation, of social understanding, OF
wholesome social attitudes and hab-
its, the cultivation of mind at more
appreciatiVe and critical of the so
ciety of which il is II part-these are
fundamentals OF education. Those
who would restrict the schools to
narrow curriculum invite social dis ,
aster.
School administrators everywhere /
are conscious of the need for ecOnO- {
my. School budgets have already {
been cut upon the recommendation ,
Of school executives. Thrifty ana
careful administration of public edu- {
cation is required as the only basis {
upon which the services of ednca- +
lion can he maintained. I
Many school systems are Offering s
essential services during the cur (
rent depression lor less money than {
was spent in more prosperous times. l
The purchasing power of the dollar {
has increased. All governmental l
unit costs should therefore show I
decreased. Most school systems |
have already made these necessary [
and ust reductions. But in making 1
due to diminished in. {
.ome, essential school services must /
be- maintained.
Some boards of education have re-
iuced their budgets by eliminating q
hose school services most recently I
added. For example, the schools
offerings in music, art. home ecOno- b
Industrial and vocational {
education, and educational and To- a
.atiOnal guidance have been de L
,reased. These newer subjects or e
.ervices hove come into the school II
.ystem by virtue of the demand made c
ipon the schools TO accommodate 4
children at all levels Of intelligence a
md of all varieties of interests and v
'ocatiOnal outlook. II
Cost of education Is measured not 4
" the subjects that are taught but
ather by the number OF children en- q
oiled in the schools. For many O
,Oys and girls, the newer subjects ii
'ffer the most certain opportunity
or growth in skill, in knowledge, c
n opportunity for precise thinking, f
n appreciation, and in creative en- G
eavors. The traditional curriculum, Il
important as il is, cannot be adjust o
d to meet the needs and capacities a
f all boys and girls. Social stabil- g
ty in the United States cannot be o
associated from the promise of is
quality of opportunity through edu- Il
alton. N
Health service and physical edu- c
alton have been omitted in some
This is not economy. r,
.dequate school health service has il
esuited in immunity from certain e.
isease and the correction of physi- ?,
al defects.T II has contributed to q
ne lowering of the death rate. PLY Il
ical education is Indispensable for p.
he normal growth and development cl
{ youth. When children and young Il
eople are denied the growth and d.
ealth which come from physical
in educational institutions h,
+ in community life. the saving in y,
lch expenditures may be more than ly
ffset by the increase of costs for al
reformatories, and jails. Ell