[AMERICAN EDUCATION WEEK-1924] By the President of the United States of America A Proclamation EDUCATION for the children of all the people, extending from the primary grades through the university, constitutes America's noblest contribution to civilization. No child or youth in the United States need be deprived of the benefits of education suited to his age and degree of advancement. Nevertheless, either through negligence or because of unfortunate circumstances which might be controlled with sufficient effort, large numbers of children do not receive the full preparation for their life's work to which they are justly entitled. Many have reached maturity without even the rudiments of education. This condition demands the solicitude of all patriotic citizens. It involves not only the persons immediately concerned and the communities in which they live, but the Nation itself, for the welfare of the country depends upon the character and the intelligence of those who cast the ballots. Education has come to be nearer to the hearts of the American people than any other single public interest. The plan of maintaining educational institutions from public funds did not originally prevail in most of the States, and even where it was in use it was but feebly developed in the early days of the Republic. That plan did not arise spontaneously in the minds of all citizens. It was only when the suggestion came forcefully, convincingly, and repeatedly from a few pioneers that popular interest was fully aroused. Vigorous campaigns were required not only to establish the idea of public education, but also for its maintenance, and for its important extensions. Campaigns of national scope in behalf of education have been conducted annually since 1920, and they have been increasingly effective with each succeeding year. They have concentrated attention upon the needs of education, and the cumulative impetus of mass action has been peculiarly beneficial. It is clearly in the interest of popular education, and consequently of the country, that these campaigns be continued with vigor. In the last few years we have placed much emphasis on vocational training. It is necessary for men to know the practical side of life and be able to earn a living. We want to have masters of our material resources. But it is also necessary to have a broad and liberal culture that will enable men to think and know how to live after they have earned a living. An educated fool is a sorry spectacle, but he is not nearly so dangerous to society as a rich fool. We want neither in this country. We want the educated to know how to work and the rich to know how to think. Now, THEREFORE, I, Calvin Coolidge, President of the United States of America, do designate November 17th to 23rd, inclusive, as American Education Week. I urge that the citizens do all they can to advance the interests of education. It is especially recommended that the Governors of the States issue proclamations emphasizing the services rendered by their educational institutions, and calling upon their people to observe the occasion by appropriate action. Further, I urge that all civil officers whose duties relate to education, and all persons connected with the profession of teaching, exert themselves to diffuse information concerning the condition and needs of the schools and to enhance appreciation of the value of education. Patriotic, civic, religious, social, and other organizations could contribute by conducting meetings and demonstrations to promote the desire for knowledge. Ministers of religion and members of the press are asked to exercise the means within their power to increase enthusiasm for educational advancement and to stimulate zeal for enlightened citizenship. In Witness Whereof, I have hereunto set my hand and caused the seal of the United States to be affixed. [SEAL] DONE in the City of Washington on this 14th day of November in the year of our Lord One Thousand Nine Hundred and Twenty-four and of the Independence of the United States, the One Hundred and Forty-ninth. CONTENTS Army's Principal Peace Problem to Teach Soldiers to Train Others. John W. Weeks Service the Needed Spirit of Modern Science Instruction. Otis W. Caldwell Place of Physical Education in the School . 89 New Departure in Programs for State Teachers' Associations. Katherine M. Cook To Promote Cultural Relations Between Czechoslovakia and France. C. S. Winans Another Annual Event in the American Calendar 90 93 94 95 97 98 99 100 SCHOOL LIFE is not an educational newspaper, nor an educational review. On the one hand, the field is so broad and the happenings are so many that no one periodical could possibly print accounts of all the events of even reasonable importance. On the other hand, profound discussions of abstruse questions would not in general come within the Congressional injunction to diffuse educational information and would not appeal to the major part of the teaching fraternity. That field furthermore is fully covered by the technical journals of special character. The effort is made to present a magazine so diversified as to be of value and of interest to all who are engaged in the work of education. The hope is entertained that the constant reader of SCHOOL LIFE, whoever he may be, will have a good understanding of the conditions and tendencies of education in the United States and a reasonable knowledge of educational trends in other countries. Personalities, mirth, and pedantry are equally avoided, for there is no space for them. Το say that SCHOOL LIFE is an organ of the Bureau of Education means not only that its contents are examined and approved by the head of the Bureau but that it has the benefit of the participation and the contributions of the members of the staff of the organization. SCHOOL CHOOL LIFE is published monthly except in July and August. The subscription price, 50 cents a year, covers only the actual cost of printing and distribution, and does not include any cost of preparation or of the mechanical processes which precede actual printing. Advertisements are forbidden by law. Subscriptions should be sent to the Superintendent of Documents, Government Printing Office, Washington, D. C. VOL. X Published Monthly, except July and August, by the Department of the Interior, Bureau of Education WASHINGTON, D. C., JANUARY, 1925 No. 5 Army's Principal Peace Problem to Teach Soldiers to Train Others Standing Army Necessarily Small and Insufficient in Serious Emergency. Facility for Rapid Expansion of Military Resources the Essential Objective. "Applicatory Method" of Instruction Developed and Put in Successful Operation. Modern Military Operations Depend upon Small Units. Individual Intelligence a Prime Factor. Civilian Educators Aid in Developing Military Texts C IRCUMSTANCES control the edu cational methods which have to be adopted by the military establishment. Our national policy with reference to armed forces requires the maintenance of a standing army relatively very small in proportion to the size of the forces we should have to raise in any except very minor emergencies. We depend, by and large, upon the utilization of the citizen man power of the country and upon their adaptability from the ways of peace to the methods of war. With such a policy, the safety and security of the country depends, to a large degree, upon the efficiency of our methods of instructionupon the rapidity and thoroughness with which those already familiar with military matters will be able not only to train and instruct those not normally concerned with such matters, but also to perform duties far more difficult than any duties of their pre-war rank. Superficially, the chief difference between civilian occupations and military work seems to be a difference in equipment. The soldier wears a uniform; the civilian wears a sack suit. The soldier carries a rifle; the civilian a cane or an umbrella. The soldier walks; the civilian takes 242890-251-1 weapons of the branch of the service in which he will fight, and to train his muscles and nerves to the physical effort which military operations require. It is also, of course, necessary to prepare and redirect manufactories and material resources from peace to war purposes and effect an industrial mobilization closely correlated with the development of man power. Yet, there is more than this. Battles are not won by drawing up balance sheets of man power, armament, and physical PHYSIQUE strength. The victory goes to that force which can most intelligently apply its material factors in an effective way. Battles are won by the same principle, the same factors, and the same traits of character which bring success in the industrial and commercial world. In order to insure the success of our arms in the defense of this country, the War Department has developed and successfully put into operation what is known as the applicatory method of instruction. This method consists chiefly in giving the student a problem in which he is required to apply the material at hand according to the sound principles of method in order to accomplish the result required. 81 After the student has solved a series of problems of this sort he acquires facility in the art of executing the details of his work. The situations in the problems given him vary because the situations in the Military Establishment continually vary. The principal need is to develop in the student their previous experience will be of greatest practical value. The first step in our educational organization has therefore been concerned with standards. It has been to draw up specifications for the various military occupations with the assistance of expert educational leaders. Electrical laboratory at Motor Transport School clear thinking and efficiency in working with his materials according to sound principles. These things are developed by this method. By this method the American Army expanded itself during the World War almost forty times. This method of military instruction has been applied to all things that have to be done in Army work. Since the modern army in active operations is a large organization with complicated equipment, utilizing all the appropriate devices of modern civilization and modern science, it naturally follows that training given Army men deals, in a large number of cases, with the same type of material as civilians use in civilian occupations. It is apparent, even to the uninitiated, that the Army has its doctors, lawyers, clerks, accountants, motor mechanics, blacksmiths, teamsters, and a host of other specialists. It has radio experts, telephone experts, transport experts, and administrative experts. In developing the technique of instruction in these matters, the Army has contributed in no smail degree to the development of educational technique and method in general. Each Individual for His Proper Place When a nation transforms its civilian man power into military man power, the first essential is to place individuals where they will be of the most use. Since the Military Establishment includes a large number of specialists whose work parallels and is correlated with special work in civilian occupations, it is necessary to place those experts in a position where The War Department has prepared a series of minimum specifications for all military occupations. For instance, the degree of skill and knowledge and the personal traits required for troop leaders, mess sergeants, supply sergeants, radio operators, automobile mechanics, and specialists of all classes has been carefully determined in consultation with labor experts. Next, tests have been devised to determine rapidly the exact degree of qualification of each person in the work Then which will be assigned to him. methods of training have been adopted which will shorten the periods of practice and instruction in order to develop the skill and impart the special knowledge required of these individuals. This work, which has been going on ever since the World War, has reached a point where it is possible to say that in many lines the Army work in defining instruction and classifying it into unit operations represents a distinct advance in the educational field. Although there are exceptions, and although the "problem method" or "project method" of instruction has been used to some degree in civilian educational circles, it can nevertheless be stated that the Army is taking the leadership in this work. Army's Experience Useful to Civilian Education Civilian educators at the University of Nebraska, University of Minnesota, and Columbia University have spoken in the highest terms of the psychological soundness and practical efficiency of military methods of instruction. The series of training pamphlets thus far completeddealing with instruction in rifle marksmanship, close-order drill, communication work, carpentry, motor mechanics, and other similar subjects-have been scrutinized by scholars in educational method and have been uniformly indorsed. Uniformity in instruction and insistance on the attainment of certain standards before beginning learning, and at the end of the learning process, will, it is believed, do much to improve educational method and to stimulate efficiency among expert workmen throughout the country whether these be in the Army or outside. |