Part 8 (1/2)

But we in Grand Forks are a very busy people; clubs and societies without number clais for the discussion of charities, health,about church and social de us too often froest another such activity even in the interests of so i very firest success of our schools can be secured only thru a cordial co-operation of the ho also that this co-operation rests upon intelligence as to the aioing to suggest a way ofthe difficulty--nae influence and philanthropic spirit--I refer to the Press It is not y of the Press That is not necessary You all knohat apublic opinion I merely call attention to the fact that it is an _educational_ institution; that it appeals not, as do the schools, to the children, but to the parents of the children: and then that in Grand Forks it goes into alency be used to bring about a frank, open discussion, and therefore a better understanding, of the function and the work of our public schools--local, state, and national For our people, in addition to being busy, are both intelligent and enterprising They know the value of the Press They are great readers I have been surprised, again and again, at the large circulation enjoyed by both our enterprising dailies I have also been surprised to kno closely all our people keep in touch with local happenings chronicled there An educational column in one or both of the local papers in which the work of the schools, from taxation to lead pencils, could be discust, would be an innovation of great value An open foruht be, in which questions could be asked and answered, and also contributions er field of educational effort Of course I do not suggest this as a place for the airing of personal feelings, of petty details, ofwith and for an intelligent and enquiring people great educational questions, fundamental principles, and broad, humanitarian policies All such matters, because fundamental in the development of civilization and because of universal interest, should and could be handled with frank simplicity Such a discussion, constructive in character, could not fail of doing great good--of being very helpful to teachers and parents alike

Another suggestion that I want to e touches very closely the matter of efficiency of systems of education Now, the efficiency of an educational institution or of a system of schools is oftenits course of study--of those profiting, to the full, by all that it offers That is the point of view taken by those people who so greatly praise the work of the old district school of our boyhood days, ”back East” They point to this man and that one, ,” perhaps, was received in the ”little red school house” and therefore clai of men But therein lurks a fallacy Great men have issued froreat not because of, but in spite of, the fact that the school house was ”little” and was ”red” In pointing to such reat silent irls ere in the same ”little red school house” but ere never heard of after they eed The pathetic feature of the old district school was the great number of children who fell by the wayside And so, to-day, no educational institution should be rated as to efficiency by considering the successits courses To form a correct estimate we must consider as well all those who entered and dropt out before completion

No system of schools is really efficient in which any considerable percentage of the children drop out before co the elementary course of study No systeed as to require, or even allow, any considerable percentage of the children to repeat grades, that is, to fail of proo over the work the second time Or, to put it in other words, in which any considerable percentage of the children are doing work in grades lower than their ages would suggest

This is theso ard to which Grand Forks, as well as other cities, suffers In ment, there are twoand physical defects of the children There are tays by which satisfactory teaching can be secured: in the first place, by securing the best teachers available, and this, I am very sure, our Board of Education and our superintendent always try to do In the second place, by i the quality of work thus secured thru expert supervision on the part of the superintendent and the principals of the various schools And this I aht be were estion that I shall make later on is adopted, however, provision will be made for this improvement

Physical defects on the part of the children I named as the second cause of retardation And the remedy for the estion-- the conditions in Grand Forks on the basis of what has been discovered in many other places in which medical inspection is in operation, fro froreater or less degree, with the work of the school There is no doubt in the minds of well-informed people that here is found a very fruitful cause of retardation, as seen both in grade-failure and in early dropping out of school And very many of these defects are removable and, therefore, the retardation preventable

Now, the only seeainst the employment of the school physician is that of expense It does cost sos do The necessary expense, however, is often overesti at the expense, whatever it ical The city assu are not in a condition to receive that education, should we not logically see that the hindrances are removed? We enact compulsory attendance laws; should we not, where necessary, make it possible for the physically defective as well as others, to profit by such attendance? Otherwise, are we not wasting money?

I haveat that

I a to advocate medical inspection as an econorade is costing the city more than it should for its education That is clearly apparent How ate, in Grand Forks, I do not know But it is probably no s would pay the school physician And then we should be clearly ahead in all the years saved by the various children, as well as the greater happiness and usefulness directly resulting from the improved situation On the whole, it seems to me and to many others hom I have talked that the next step forward that we should ask our Board of Education to take is the adoption of medical inspection

Another phase of the subject to which I desire to call your attention is that of the superintendency And it isn't exactly like the oldthethe years in the study and teaching of educational matters, I have occupied the superintendent's office and tried to do his work

Historically, the superintendent of schools represents a develop body Originally, he was looked upon as the business er of the Board, rather than an educator by profession Quite specifically, he was, at first, often one of the regularly elected nated by the Board to attend to the details of the work, to keep the educationaldictated by any particular qualification of a professional character

But in this es have arisen In those days teaching was not looked upon as a profession It wasno special preparation Anybody could teach and could teach any subject Education was not recognized as a science The function of the school was e and it was not looked upon, as to-day, as a great social institution, largely responsible for the welfare of society and even for the stability of govern itself with the forht habits of action, with the develop the child and his environ about both the nor and preparing of that life to satisfy the dereat changes have arisen Education has beco based upon definite scientific principles We are to-day de a professional preparation of all our teachers We require the about the child mind and the laws of its development We expect them to knohy they teach this subject and that, that is, the educational values of the various subjects, and the bestthis educational food

Education, I say, is now looked upon as a _science_, closely allied to and continually assisted by its sister science of sociology, definitely based upon and springing out of the sciences of psychology and physiology, and even having its roots deep down in the sub-soil of biology

Together with this change of thought as to the function and work of the school, there has been a corresponding change as to the superintendent and his work While we are not completely emancipated from the old rule of cut and try, from the oldstrides in advance While some boards of education still look upon their superintendent as a chore boy, that idea has, on the whole, long since been abandoned And the best educational thought of the country to-day regards the superintendent pri to do with the inner, rather than the outer, phases of the school's activities And ourupon hi in him an educational and a professional equiper, more difficult, and most important work He must be intimately acquainted with the sciencesupon all the others for contributory assistance And then, in carrying out the thought of this larger view and so shaping matters of detail as to profit by the superb equipment provided in the new superintendent, he has been freed fro the opportunity of studying the local probleestion It has taken et to it, but I believe it is worth the time I want you to look upon the superintendency of your schools as the largest, the most difficult, and most important position within the bestowal of the city The in to compare with it And then after you have so rated the position, I want you to free the man who holds it froe that now prevents hiative study of fundaht here in Grand Forks

And what are some of those problems, do you ask? Superintendent Kelly could doubtless naet at but can not for want of ti our superintendents all over the land Nor can I do more than mention them

I name first this matter of retardation of which I have already spoken

Why is it that so rades, thus adding to the expense of the schools? It no longer satisfies to say, ”Because they do not study”--the question is, ”Why do they not study?” Is it the fault of the child, the home, or the school?

And, whosoever it is, how can the difficulty be removed? You would not in your business suffer a daily loss thru unnecessary friction--thru the unsatisfactory working of your est and best output possible for the est business enterprise of the city--your schools? But to prevent the friction, you must know the cause I want the superintendent to have tiate these matters All this applies as well to those who drop out before corade An analogous question: Why do so few, relatively, of the graduates of the eighth grade enter the high school? And why do so few of those who enter coain, is it because they can see no real connection between the work of the high school and the work of life--because it doesn't seeated and, when reasons are found, the remedy applied

We should know the facts But all theseand a th always limited Exhausted by hack-work, no o on in our waste of y and life The waste of soil, the waste of tools, in our far communities, doesn't compare with this waste in seriousness Let us adopt the principles of scientific conservation

And now, in keeping with the topic given iven three quite definite suggestions: In the first place, I have recoent of improvement That is, I have asked that there be established in one or both of your daily papers an educational colue of some competent person thru which the public could become better informed on school ently in the upbuilding of the schools In the second place, I have urged that ular and systematic medical inspection of all school children And lastly, I have urged you to look upon your superintendent of schools as an educational expert rather than a businesshim as such, I have asked you to free him froery so that his training and his abilities could be used for educational betterment

VIII

LOCAL WINTER SPORTS