The New Education

ion" and "Pr

hools. Cincinnati schools are not a monument to any individual or group of individuals, rather they are the handiwork of the citizenship. In their eagerness for educational progress, the people are not hypnotized by every cry of "lo here!

is not a civic society in the whole town which is not working with the schools," says former Superint

ls for two reasons: first, because good schools will bring under their influence the maximum number of pupils and parents, and it is the best agency I can conceive of for producing a high quality of citizenship; second, as a manufacturer I feel that the ma

t features of our school system are the manual training for boys and the domestic science for girls. I am happy to say that to-day a girl on graduating from our schools is capable of takin

stem by the efforts of the Dental Society to introduce mouth hygiene into the schools," says Dr. Sidney G. Rauh. "We dentists," adds Dr. Rauh, "are firm believers in

ls? Simply because we realize that good schools, and especially practical schools, which will fit young men and women for their real life work, have a tremendous bearing upon the efficiency of the people of the city." Mr. W. C. Cauldius, also

ducatio

pon all of the details of educational policy, nor upon the fundamentals either, for

ools provide for the education

his can be done whe

deas are the life-blood

manufacturers, dentists and trade unionists has become a gre

rintendents and principals on the one hand, and teachers on the other, is nowhere evident in the Cincinnati schools; instead, each teacher, thrown upon her own i

ts solution." Is not that a refreshing sentiment from a superintendent of city schools? Note this other delightful touch: "My teachers soon learned that I regard the teacher who works exactly like another teacher as pretty poor stuff." Before the axe of such incisive radicalism, how the antiquated structure of the old school machinery came crashing to the ground, to be replaced by a system which recognized each teacher as an individual builder of manhood and womanhood, working to meet the

ether we will make the schools go." It was in this spirit that the teachers were called together to confer on the reorganization of the course of study. Each teacher in each grade had her say in the matter. If the most insignificant teacher in Cincinnati said to Mr. Dyer: "I have an idea that I think would improve the work in my grade," his invariable reply was: "Then try it. There is no way to deter

zing the K

their kindergartens are the very best in the whole United States, but Miss Julia Bothwell, who directs them, says, modestly enough, that she has visited kindergartens in many cities, adopting their schemes and improving

e at six. While in the kindergarten they play the games and sing the songs that all kindergartens pla

learn. The Park Commissioners, like every one else in Cincinnati, are in thorough sympathy with the work of the schools, so they allot to each kinde

o, the gardens ran wild during the summer, so we have settled on the tulip. After the children have planted the bulbs they sing and talk about their work. Then, early in the spring, they begin to visit their plots, watching the first shoots o

e they may see animals and crops, and always, for a few days after an excursion, talk about the things which they saw, draw them, sing about them and play games about them. In order to fa

of Cincinnati's educational enthusiasm. The real excellence of Miss Bothwell's experiment consists in conne

dergartening once each week, for a discussion of kindergarten methods, and an initiation into the kindergarten spirit. Thus the lump of first grade abstraction is leavened with the leaven of kindergarten concretes, and the grade teachers get the spirit o

one afternoon she holds a conference with the supervisor; on a fourth afternoon she visits the classes of first grade teachers or confers with mothers' clubs, and on her remaining afternoon she visits her children in their homes. Out of these varied duties has come: first, a group spirit among the kindergarteners, built upon frequent interchange of plans and ideas; second, an understanding of the rela

hool program, has been evolved until, in this one city, it is a potent

erating

for the physical education in the grades of the fifty-seven elementary schools. Twenty-five now have fully equipped gymnasiums in which children have two or three periods of exercise each week. In the schools not so equipped the physical work is confined to calisthenics. Each year the Board of Education

lity a record of the things which people did, and of the forces which were at work in their lives; furthermore, that the commonplace acts of to-day will be the history of to-morrow.

he children know and do. Both are taught in terms of child ex

iences. Teaching the reading lesson of "Eyes and No Eyes" one teacher asked her class: "Wel

I saw-" and E

n the streets," said Alice; while John had seen trolley c

nto the hill of the Lord, or who shall stand in His holy place?" After

was D

one boy promptly. After straightening

was Davi

's father," ventur

ted a boy, "He w

lly influence his thoughts?" After an affirmative answer from the class: "Whe

oment. "Oh, I see, it's where he

ng the class was led to see that cities had walls and gates; that David, who had won many victories, was accustomed to have the gates thrown wide to receive him, and that

cipal works, and the circumstances connected with the painting of the pictures which hung on the school wall. In the same room a girl had written a descrip

say about that?"

"I guess he would say tha

he would say, 'Let's go home

pecially catches my gaze. It hangs on the eastern wall. It is the picture of a large city by moonlight. The moon is bright and the stars are out. A beautiful lake borders the far end of the city, and the moon makes the lake look like a mir

en, a location for a house, a home, school life, and the

rd of Health in providing for sanitation and the suppression of disease; the protection of life and property; the business life of the community-relation of the citizen to business life, the growth of commerce and industry in Cincinnati; Cincinnati as a manufacturing center, the labor problem, and the regulation of business

ng and pasting related to school work, the seasons and the holidays. From the third grade on, the children make real products-tray

jects are introduced and the amount of time devoted to them depends upon-what do you think? The regulations pr

ver-age, backward and defective children may spend as much as half of their time upon it. For some of the girls a five-room flat has been rented, in which they are taught housekeeping in all of its phases. Otherwise the domestic science consists of hand and machi

school is built around this central idea. The school system, instead of taking the usual for

ng High Scho

children who complete the eighth grade go to the Cincinnati high schools. Furthermore, during the past six years the high school attendance in Cincinnati has doubled. These two

hool buildings. Then those of us who are engaged in high school work faced the supreme task. We had to prove to the people that their expenditures on high schools were worth while, by p

school courses, and what they meant. Eighth grade teachers, under the guidance of Mr. F. P. Goodwin, are expected to talk to their classes regularly on the vocational opportunities in Cincinnati and elsewhere, and to help the children get started right in high school careers. Besides that, we take the grade childre

of study adapted to the needs of all types of pupils. The preparation for this in Cincinnati has been made with consummate skill. The pupil,

l, Technical Co-operative Course for Boys; Technical Co-operative Course for Girls; Art and Music, lead to vocations. Housed in the same high school building is

keep a home; the Commercial Course turns out bookkeepers; the Technical Co-operative Courses, enabling boys and girls to spend part of their time in the school and part in the factory, are arranged in co-operat

noon and all day Saturday. Five nights a week it is filled by an enthusiastic night school, three thousand strong, and during six weeks of the summer vacation a summer school holds its sessions there. It would be difficult to find a school plant which comes nearer to being used one hundred per cent of its

ity Un

ional forces of the city, is tied up with the general educational program. Those graduates of the Cincinnati high schools who desire to go t

n of this close connection between the city and the university, President Dabney begins his 1911 report to the board of directors by saying: "An effort has been made in this report to explain the service of the university to the city and people of Cincinnati. It is therefore not only an official report to the directors, but is also a statement for the information of all citizens." Begun in this spirit of public obligation, the report details the services of the Teachers

y graduates in appointments of teachers, of municipal engineers, and of employees on such municipal work as testing food,

ay of making good his proposition he avails himself of every opportunity to turn his students into mun

chools for Sp

The fairest answer is a system of schools which will enable them to secure an education even though they are at work. Cincinnati in selecting the latter course h

in machine shop practice, blacksmithing, mechanical and architectural drawing, and domestic science. As these courses ar

compel working children between fourteen and sixteen years of age to attend school for not more than eight hours a week between the hours of 8:00 A. M. and 5:00 P. M.-hours which will presumably be subtracted from shop time. By means of thi

bered time check from his time board; teaches them reading, writing, arithmetic, mechanical drawing, geometry, algebra and trigonometry by means of an ingenious series of blueprints, which constitute their sole text-book; visits them in their shops, giving suggestions and advice about the shop work, and finally sends them out finished craftsmen, with an excellent foundation in the theoretical side of the trades. The work is entirely voluntary, yet so excellent is i

fference how you do it,' he grumbled, 'I don't care about that. I know that the boys are neater, more careful, more a

he school, whose growing enrollment and influence tell their own story. Firms send their boys to the school with the comment that the hours of school

eek, without loss of pay, during which they take the salesmanship course. The course has the hearty backing of the best Cincinnati merchants, who see in it an opportunity, as Mr. Dyer put

school authorities offer industrial instruction in any p

tituted a class for which the school was well equipped to provide. "Then suppose we give them what they need," said Mr. Dyer. Just fancy-a continuous course in domestic science! Yet there it is, in Cincinnati, with an enrollment of more than eleven hundre

Schools for S

y as the other members of the class made it necessary to move. At the beginning the teacher found these exceptionally able children lacking in effort and attention, qualities which they had not needed to keep their place in the grades. "The extra work and responsibility stimulated their mental activity, increased their power of attention, fostered thoroughness and a

children are no longer tortured with the doing of things beyond their powers. The overgrown boys have instruction in shop work. The overgrown gir

deaf children; one teacher devotes her time to the blind children, and ten teachers are employed to take charge of those children who are mentally defective. Thus, by adjusti

und and Su

s. "For that reason," says Mr. Dyer, "it provides industrial work of all kinds unassociated with book instruction, bu

-dancing for girls and ball for boys. The primary and kindergarten classes offer a delightful round of song, story, games, excursions, paper work and other forms of construction. For the girls who have to take care of babies there are special classes. The boys make usef

can be secured" are employed, and their recommendations are accepted by the school principals when the fall term opens. "This school is one of the means taken to deal with the problem of repeaters in our schools," says Mr. Dyer. "Instead of requiring children who are behind to fall back a y

d the Men Who

ook and cranny of the Cincinnati schools. Principals and teachers ali

rintendent Roberts. "Every teacher has felt that she had a part to play, that she counte

endent Condon, after spending three months in the place that Mr. Dyer vacated when he becam

mmar school principal. "It's always 'Roberts' and 'Lyon' and 'Dyer' there. They're as g

orm of nineteenth century pedagogical obscurity. The optimist sings a new, glad song; the pessimist is confounded; the searcher after educational truth uncovers reverently before this

riumph, but w

tants. Truly, wisely, bravely spoken. The glory is not to Mr. Dyer, nor to any other one man or w

ngs in splendid condition, and we took up his work. There were five thin

he merit system for the

ed the school buil

rses for children who were not a

grades we gave the children a chance t

courses until there was a place in the schools for every boy

ined face relaxed. From under his bushy eyebrows flashed a gleam of triumph-the triumph of a strong, purposeful, successful man. "But w

loss and of uncertainty among those most interested in the city's educational problems. During those months which elapsed between M

d,-artfully changed, it is true-but changed, nevertheless, in all of the essential elements of its being. Some of the changes had been made with such rapidity that their foundations had not been fully completed. The brilliant school policy which Mr. Dyer

ke charge of the Cincinnati schools, felt the constructive power of his leadership. Providence h

. At the outset Mr. Condon said,-"I purpose, to the best of my ability, to live up to and fol

ailment of expenses for the time being, he is insisting upon additional kindergartens, extended high school accommodations, a more intimate correlation of the elementary and high sc

aths and gymnasiums for games and sports, and other physical recreations, the use of class-rooms and halls for music, dramatics, and other recreational activities, and for more distinct social purposes; as educational centers in which the more specific educational facilities and equipment may be used by classes or groups of younger or older people, in any direction which makes for increased intelligence, and for greater economic and educational efficiency; as social centers in which the community may undertake a larger social service in behalf of its members,-stations from which groups and organ

d by the superintendent. Until the organization is more highly perfected, principals are free, under certa

number of the schools for community meetings-for welfare associations, for boys' and girls' study clubs, and for musical and socia

furnishes the building, the local social center organization pays the immediate expenses which its activities incur. The movement has been started right. "I am a great believer in democracy," Mr. Condon says. "The people can be trusted to settle social questions as they should be settled, provided all sides can be fully pr

n and women who succeeded him, have striven for the advancement of education; such the

TNO

al appeared originally i