Part 3 (2/2)

Whether very much of this is actually done at present is doubtful; for the history teaching, as has already been noted, is raphy work is still far from adequate at the tiraphy in Cleveland is given the custorades in a somewhat unusual way It is exceptionally heavy in the interrades As geography, like all other subjects, is more and more humanized and socialized in its reference, rades

TABLE 9---TIME GIVEN TO GEOGRAPHY =========================================================== | Hours per year | Per cent of grade time| Grade |----------------------------------------------- | Cleveland | 50 cities| Cleveland | 50 cities | ----------------------------------------------------------- 1 | 0 | 16 | 00 | 18 | 2 | 0 | 7 | 00 | 08 | 3 | 28 | 50 | 32 | 54 | 4 | 101 | 83 | 114 | 85 | 5 | 125 | 102 | 143 | 112 | 6 | 125 | 107 | 143 | 110 | 7 | 57 | 98 | 64 | 99 | 8 | 57 | 76 | 64 | 76 | =========================================================== Total | 493 | 539 | 72 | 71 | -----------------------------------------------------------

As laid out in the ular classrooly for to the pupils a certain nues in the textbook as the next lesson, and then questioning them next day to ascertain how much of this printed material they have re and guiding the children toward intelligent inquisitiveness and inquiring interest as to the world, and the skies above, and waters round about, and the conditions of nature that limit and shape the developeographical teaching is being recognized in developing the new course of study in this subject

Industries, co the centers about which geographic thought and experience are gathered The best work now being done here is thoroughly reat in amount in even the best of the schools, still less in the ress is un, so in geography, right develope measure upon the material equipitimate evasion to say that education is a spiritual process, and that good teachers and willing, obedient, and industrious pupils are about all that is required As a matter of fact, just as modern business has found it necessary to install one-hundred-dollar typewriters to take the place of the penny quill pens, so must education, to be efficient, develop and employ the elaborate tools needed by new and complex modern conditions, and set aside the tools that were adequate in a siraphy requires an abundance of reading materials of the type that will permit pupils to enter vividly into the varied experience of all classes of people in all parts of the world In the supple has beenas that now found in the best equipped school

It would be well to drop the terraphic experience, the funda All else is supplementary The textbook then becomes a reference book of maps, charts, sulobes, pictures, stereoscopes, stereopticon, rams, andideas and i should become and remain fundareat as to make it necessary for the city to furnish the books While the various other things enumerated are necessary for complete effectiveness,h schools the clear tendency is to introduce raphy and to diraphy The developraphy departether attained the social point of view But they arein that direction On the one hand, they now need stimulation; and on the other, to be supplied with the ested for the elementary schools

DRAWING AND APPLIED ART

The ele the usual proportion of ti and applied art The time is distributed, however, in a somewhat unusual, but probably justifiable, manner Whereas the subject usually receives rades, in Cleveland, in quite the reverse way, the subject receives its greatest erades

TABLE 10--TIME GIVEN TO DRAWING =========================================================== | Hours per year | Per cent of grade time| Grade |----------------------------------------------- | Cleveland | 50 cities| Cleveland | 50 cities | ----------------------------------------------------------- 1 | 47 | 98 | 65 | 113 | 2 | 47 | 54 | 53 | 60 | 3 | 47 | 56 | 53 | 62 | 4 | 47 | 53 | 53 | 55 | 5| 57 | 50 | 64 | 52 | 6 | 57 | 50 | 64 | 51 | 7 | 57 | 50 | 64 | 50 | 8 | 57 | 49 | 64 | 49 | =========================================================== Total | 416 | 460 | 61 | 61 | -----------------------------------------------------------

Drawing has been taught in Cleveland as a regular portion of the curriculurowth; and it appears to have been successful Recent developments in the ress

The course throughout atte and appreciation of the principles of graphic art plus ability to use these principles through practical application in constructive activities of an endlessly varied sort

Occasionally the work appears falsetto and even sentimental It is often applied in artificial schoolroorade teachers cannot be specialists in the s de that they soenuity, and resourcefulness Too often the teachers do not realize that the study of drawing and design is for the serious purpose of giving to pupils a language and fornificance in our present age The result is a not infrequent use of schoolrooreatly aid the pupils as they enter the busy world of practical affairs

These shortcos indicate inco is at its best in both the eleh schools of Cleveland, the work exhibits balanced understanding and co needed is further expansion of the best, and the extension of this type of work through specially trained departmental teachers to all parts of the city

There should be a larger amount of active co-operation between the teachers of art and design and the teachers of eneral community

MANUAL TRAINING AND HOUSEHOLD ARTS

In the grae proportion of the tirades before the seventh, the subject receives considerably less than the usual amount of time

TABLE 11--TIME GIVEN TO MANUAL TRAINING ======+=======================+======================== | Hours per year | Per cent of grade time Grade +-----------+-----------+-----------+------------ | Cleveland | 50 cities | Cleveland | 50 cities ------+-----------+-----------+-----------+------------ 1 | 32 | 42 | 43 | 48 2 | 32 | 47 | 35 | 51 3 | 32 | 40 | 35 | 45 4 | 32 | 45 | 35 | 46 5 | 38 | 50 | 43 | 52 6 | 38 | 57 | 43 | 58 7 | 63 | 72 | 71 | 71 8 | 63 | 74 | 71 | 74 ------+-----------+-----------+-----------+------------ Total | 330 | 427 | 48 | 56 ------+-----------+-----------+-----------+------------

It is easy to see the social and educational justification of courses in sewing, cooking, household sanitation, household decoration, etc, for the girls They assist in the training for coree at least by most women Where women are so situated that they do not actually perfor others and for ible and appreciative use of the labors of others, a considerable understanding of these various matters