V? M //i ^ /'^ E. lACKMAjM fc mm LIBRARY OF CONGRESS. Chap- Copyright No.. Shelf..L_Sj n'3 ■ rJ% UNITED STATES OF AMERICA. HOW TO ORGANIZE ROUND TABLES For Mothers' Associations OUTLINES FOR CHILD-STUDY With an Introduction by Col. F. W. Parker BY V MRS. ELLEN R. JACKMAN CHICAGO NEW YORK Werner School Book Company Copyright, 1896, by MRS. ELLEN H. JACKMAN. ^1 { ( V PREFACE. The following outlines are offered in the hope that they may be useful to mothers who are attempting to study their children in the light of recent investigations along the line of Child- Study. Much of the highest value that has been written within the last few years is so fragmentary and scattered that it does not fall into the hands of those who would be most benefited by it. The plan of work as proposed by the members of the Normal Park Round Table for child study for the ensuing year is to assign to each of three ladies a topic for study and research, the re- sults of which are to be presented at the regular monthly afternoon meeting in a brief paper; the paper is to be followed by a general dis- cussion, each of the members having read or observed along the same lines. Considerable care has been taken to make the literary refer- ences following the subjects bear directly upon them, and, while they cover quite a large range of 4 PREFACE. books and pamphlets, the aim has been to make it possible for any member of a mothers' associ- ation to prepare on almost any subject by having access to a few books; hence the same books and chapters have been referred to several times. If an association can have the publications from the beginning of the "Illinois Society for Child- Study, " The Child-Study Monthly," and can have access to the " Pedagogical Seminary," edited by Dr. G. Stanley Hall, it can carry for- ward a most profitable work during a year. Many of the other books referred to can be found in any good public library. Ellen R. Jackman, Pits. Normal Park Round Table for Child Sludy. Chicago, Oct. 4, ]89(i. INTRODUCTION. Never in the history of the world has there been so much discussion upon educational matters as at present. Chairs and departments of peda- gogy have been founded in universities and col- leges; new normal schools have arisen; summer schools for methods abound; teachers' meetings are full of earnest and honest debate on the principles and methods of education; but, to my mind, the most significant mark of progress in education is found in the fact that parents and citizens are becoming more and more interested in the study of the nature, growth and possibil- ities of children. In this exceedingly profitable work, they are getting close to the vital interests of society. The kindergarten, Froebel's divine message, has been received in America, and thousands of little children are enjoying its inestimable bene- fits. Mothers' classes for the study of the prin- ciples and methods of the kindergarten have been formed in intelligent centers. This move- ment for close and careful investigation of child nature is the true core of all educational progress, INTRODUCTION. for, mothers either as helps or hindrances, have the most to do with the physical, mental and moral growth of their offspring, not only in the home, but in the school as well. Education is an open question, a question in whose answer lie boundless possibilities for good and growth. Mankind has but slightly touched these possibilities. Tradition with its rich burden of good, interwoven with illogical conclusions, race, national, sectarian and society prejudices and customs, in the main obstructs onward move- ments by fixing opinions and hemming thought. Teachers may be fully aroused to a sense of their exalted duties, but they must always and always reckon with the mothers, and if the mothers are victims of fixed ideas, then the more potent influ- ence of home will seriously hinder the advancing work of the school. If both mothers and teachers are buried in traditional methods, then there is no light and no hope. Houic and school joincdin one 7'easonable and thotightjiil purpose, would mean genuine growth and steady progress. And this can only be when the school and the home are one in purpose. An encouraging phase of educational progress is Child-Study, springing originally from rational psychology, going over to physiological psychol- ogy, and resulting in a close and careful investi- IXTRODVCTION. gation of the child, with all the mutual interde- pendencies and relations of mind, body and soul. Scientists in laboratories throughout the world are making careful investigations into the nature of the human body and its relations to mind action. America owes Dr. G. Stanley Hall an unbounded debt of gratitude for introducing and fostering child study upon our continent. Teach- ers and mothers have paused in their work of training and education, and are asking the solemn questions : What is this being whom I am trying to educate and train ? What am I doing wrong ? What can I do better ? What should I put into the life of my child through teaching and training ? The Illinois Society has organized all round work for Child-Study. It has a corps of scientists engaged in laboratory work; it has interested an increasing number of teachers in the study of children in the school; and, best of all, has estab- lished Child-Study round tables tor parents. It proposes to continue this work more and more systematically. The society has now something like fifteen hundred members, and fifteen round tables in the state of Illinois. Mrs. Wilbur S. Jackman is the president of one of the most effective round tables in the state. She has taken great pains to arouse an interest in the study of children by mothers, and is well prepared to pre- INTRODUCTION. sent to mothers, in her oiitHnes, the best methods of Child-Study. Surely no one can deny that mothers should know more and more of their children. Thou- sands of children suffer from disease, from men- tal and moral constrictions, on account of the ignorance of their parents. That which may be easily overcome in the early stages of the child's life, once chronic, becomes a weakness in char- acter and an obstruction to personal develop- ment. That the mother should know about the nutrition of her children is beyond question; but higher than food nutrition stands the nutrition of the brain and of the nervous system. Society is now full of clubs and associations for charitable purposes. Temperance is a central question; missions are founded; waifs are fed and clothed; in every direction women are exercising wholesome influence upon human progress. The foundation of it all, however, that which will prevent crime, disease, ignorance, and which will close the prisons and hospitals, is the close and careful study of the little child by its parents. The message from Bethlehem must be sounded again over this earth. Every child is divine and the highest mission of man is to see that that divinity is developed into its fullest power. Francis W. Parker. QUOTATIONS. Child-study promotes freedom and individuality, is adapted to bring out the woman power, form a new bond between the parent and school, and .s a method m ..hich all can co-operate. The glory of the chdd is unity with itself and external nature. The glory of the teacher is unity with nature and the chdd. Child-Study is the great sociological or humanitarian study.— Br. G. Stanley Hall. A correct comprehension of external, material things is a preliminary to a just comprehension of intellectual " ParTnt's, take your little children by the hand; go with them into nature as into the house of God. Allow the wee one to stroke the good cow's forehead and run about among the fowl and play at the edge o ^e wo°^^ Make companions for your boys and girls of he tee and the banks and the pasture land. Help them to a knowledge of all that is sound and strong and beautiful. — Froebel. The commonest and deadliest foe to excellence is the habit of dull conformity to the average life around us, sinking contentedly into a set of mechanical usages or a torpid routine.-]^. R. Alger, " The School of Ufe . Modern methods of governing children aim to be m harmony with natural law. When they are so, they are beneficial, pleasurable; when not so, painful. 10 HOW TO ORGANIZE ROUND TABLES. The child's mind unfolds like a plant in natural order. Do not interfere with this method, but carefully pro- mote it. Do not expect the fruit before the flower has unfolded. Do not expect the flower before the tender leaf and stalk have grown. — Bertha Meyer Let the history of your domestic rule typify, in little, the history of our political rule; at the outset autocratic control, where control is really needful; by and by incipient constitutionalism in which the liberty of the subject gains some express recognition; successive ex- tensions of this liberty of the subject gradually ending in parental abdication. — Herbert Spe7icer. Absolute obedience at birth gradually growing to- wards self-emancipation. In interpreting children we can never rise above our own real or possible experiences. A man who has never done a mean thing is not able to sympathize with a boy who has done a mean thing. — Earl Barnes. We hold up before our children the faults which we bid them avoid, rather than the virtues and harmonies they are to imitate. — " Conscious Motherhood^ The sweetest sight in all the world is a little child happy at its play. — Francis IV. Parker. PHYSICAL CONDITIONS. The dependence of health and vigor of mind upon health and vigor of body is now the fundamental propo- sition in every rational scheme of education. — Chas. Eliot Norton. I. Clothing of Children. Infants' dress. — The "Gertrude" costume. Difference in Dress of Boys ajid Girls. — Material, shoes, skirts, long wraps, uneven exposure of body, head cov- ering, night dress. II. Care of the Body. Bathing— hot and cold. Care of — i. Ears. 2. Eyes. 3. Teeth. 4. Nails. 5. Skin. 6. Hair. Simple tests for defects. Carriage of the body — Head. Feet. Chest. Abdomen. 11 12 HOW TO ORGANIZE ROUND TABLES. III. Food — i. Character. 2. Preparation. 3. Quantity. 4. Frequency. 5. Importance of breakfast. 6. Likes and dislikes. How treated? 7. School lunches IV. Sleep — i. Natural. 2. Amount. 3. Hours. 4. Disturbances, cause? 5. Relation to food. 6. Relation to work. 7. Relation to play. V. Exercise — Boys. Girls. How, where, when? Fatigtie: The physical and mental effects and the danger of continuing long in any direction. Home Employments: Their nature and value. VI. Bad Habits — Cause? Cure? 1. Stammering. 2. Biting nails. 3. Sucking fingers. 4. Swaying body. 5. Twitching muscles of face. 6. Mouth breathing. PHYSICAL CONDITIONS. 13 VII. Periods of Growth. 1. The relative growth of boys and girls. 2. The period of adolescence in boys and girls. 3. The growth and maturity of different organs and parts of the body at different ages in a child's life and the importance of the facts in deter- mining the training and education of children. VIII. Diseases of School Children. 1. Catarrhal affections. 2. Nervousness. 3. Headache. 4. Of skin. IX. Home AND School Hygiene. I. Site. . 2. Drainage. 3- Sewerage. 4- Light. 5- Neighborhood. 6. Outbuildings. 7. Closets. 8. Plumbing. 9. Safety. TO. Ventilation and heating, 14 HOW TO ORGANIZE ROUND TABLES. LITERARY REFERENCES. Babyhood, 5 Beekman St., N. Y., $1 a year. Notes on the Study of Infants. Dr. G. Stanley Hall, The Pedagogical Seminary, Wor- cester, Mass. Vol. I., No. 2. Fatigue. T. B. Dressier, The Pedagogical Seminary, Worcester, Mass. Vol. II., No. I. Ihgienic advice for Homes, Sweden, The Peda- gogical Seminary, Worcester, Mass. 1893. Fatigue. The Pedagogical Seminary, Worces- ter, Mass. Vol. III., p. 213. Fatigue. The Pedagogical Seminary, Worces- ter, Mass. Vol. II., p. 10. Outlines of School Hygiene. The Pedagogical Seminary, Worcester, Mass. Vol. II., No. 2- Growth of Children. Peckham, Vol. I. An- nual Report State Board of Wisconsin. 1881. American Childhood from a Medical Standpoint. Taylor. Popular Science Monthly. Vol. XLL, p. 721. A Study of Adolescence. Sara E. Wiltse. Child- Study Moiithly. Vol. II., No. 4. Postures of Children. Mara L. Pratt. Educa- tion. Vol XIV., p. 408. Atwater's Food Charts. Department Agricul- ture, Washington, D.C. PHYSICAL CONDITIONS. 15 The Nervous System anci its Relation to Educa- tion. Popular Science Monthly. Vol. XLVIL Study of Adolescence. Wm, H. Burnham, Peda- gogical Seminary. Vol. I., No. 2. Suggestions for the Study of Individual Chil- dren. M.V. O'Shea. Transactions of 111. Soc. for Child-Study. Vol. I., No. 4. Nervous Diseases of School Children. Wm. O. Krohn. The Child-Study Monthly. Vol. I., No. 10. The Werner Co., Chicago. Suggestions for Child-Study. Dr. Adolf Meyer. The Child-Study Monthly. Vol. I., No. 2. Directions for conducting a day-book recording the development of the infant from birth. Translated from work of Preyer. By W. O. Krohn. Tranactions of 111. Society. Vol. I., No. I. Essentials of School Hygiene. D. F. Lincoln, M.D. Transactions of 111. Soc. for Child- Study. Vol. I., No. 3. Physical Characteristics of Children. M. V. O'Shea, Handbook of 111. Soc. for Child- Study. Vol. I., No. 2. Causes of Deafness in School Children and its Influence upon Education. J. F, Percy, M.D. The Child-Study MoTithly. Vol. I., No. 4. 16 HOW TO ORGANIZE ROUND TABLES. The Hearing of Children. Oscar Chrisman, Pedagogical Seminary. Vol. II., pp. 439- 441. Education, Mental, Moral, and Physical. Her- bert Spencer. D. Appleton & Co., New York. A Few Points to Parents on the Care of Chil- dren's Teeth. Alfred J. Oakey, D.D-S. The Child-Study Monthly. Vol. I., No. g. Habitual Postures of School Children. Child- Study Monthly. Vol. I., No. 4. Order of Exercise in Elocution. Chapters on Bearing and Carriage of the Body, Physi- cal Exercises, and Breathing Exercises. Frank Stuart Parker. Published by author. The First Three Years of Childhood. Perez. A, A, Marquis & Co., Chicago. Results of Child-Study applied to Education. Transactions of 111. Soc. for Child-Study. Vol. I., No. 4. INTELLECTUAL AND MORAL CONDITIONS. Children's Rights.— "A child's first right is to be well born." 1. Duty of parent to child. 2. Duty of child to parent. How far shall lives of parents be subordinated to lives of children ? Danger of American hurry and worry. Artificial standards of living. Childhood's right to — 1. Justice; (a) discipline; • {d) in- struction. 2. Happiness. 3. Contact with natural surround- ings. Questions — i. At what age does the child first begin to claim things as his own ? 2. Do boys or girls most readily sur- render their rights ? 3. Is not the path towards self- goverment along the line of the child's conception of justice ? 17 18 HOW TO ORGANIZE ROUND TABLES. 4. Shall the child's will be developed by opposing desire or by train- ing in power of choice ? LITERARY REFERENCES. Justice, Part IV., Chap. XXI. Rights of Chil- dren. Herbert Spencer. A Study of Children's Rights, as seen by Them- selves. By Margaret Schallenberger, Ped. Seminary. Vol. III., p. 8y. Children's Rights. By Kate Douglas Wiggin. Houghton, Mifflin & Co., Boston and New York, $1.25. Conscious Motherhood, Chap. II., Inviolate Childhood. Emma Marwedel. The Inter- State Pub. Co., Franklin St., Boston. Rights of Children. M. J. Savage, Arena. Vol. 6, p. 8. Aids to Family Government. Bertha Meyer, Herbert Spencer. Chap's. III. and IV., Mental Development, Moral Develop- ment. M. S. Holbrook & Co., New York. Liberty of Man, Woman and Child. Robert. G. Ingersoll. Pub. by C. P. Farrell, Wash- ington, D. C. I. 2. 3. 4- Observations made — i. 2. 3- 4- 5. 6, CHILDREN'S INTERESTS. Indicated by— i. Collections. Plays and games. Choice of literature. Imitation. At home. At school. At play. In the street. At work. In conversation with one another. Note. — A child's strongest interest lies on top and presses most for expression. He acquires his language power along the lines of his interests. — Earl Barnes. How objects most appeal to children at different ages through : 1. Use. 2. Form- 3. Color. 4. Structure. 5. Substance. Interest in the abstract increases from six to six- teen. 19 20 HOW TO ORGANIZE ROUND TABLES. 1. Are there marked interests or tendencies common to all children, under normal con- ditions, at certain ages, indicating a law of development ? 2. If so, to what extent shall children's natural interests be our guide in education ? 3. Compare the relative value of induced inter- ests and natural interests. LITERARY REFERENCES. The Contents of Children's Minds on Entering School. Dr. G. Stanley Hall, The Ped. Seminary. Vol. I., No. 2. Observations of Children at the Worcester Nor- mal School. Wm. H. Burnham, Ped. Seminary. Vol. II., No. 2. Imitation in Children. The Child-Study Monthly. Vol. II., No. 2. Children's Interest in Causal Idea. The Child- Study Monthly: Vol. II. No. 4. Talks on Pedagogics. Chap. VI. and VII. Attention and Observation. Francis W. Parker. E. S. Kellogg & Co., Chicago. Study of Children's Interests. Handbook of 111. Soc. for Child-Study. Vol. I., No. 2. The First Three Years of Childhood. Pere^. A. A. Marquis & Co., Chicago. PLAYS AND GAMES. " In childish play deep meaning lies." Expression of Activity — 1. Bodily. Experimental. A study of environment. 2. Mental. Fancy. The social life. The dramatic instinct. Plays with — i. Playthings — number, value of sand, clay, dolls, marbles, etc. 2. Children — (c?) When, where, to what ex- tent? {b) Beginning of social rela- tionship. Exercise of governing power, gen- tleness, generosity, for- giveness, self-control. The early games should assist the mental development, for the physical advances gigantically without help; later ones should draw the physical up along with the mental which, by schools and advancing years, takes the precedence. — Jean Paul Richter. LITERARY REFERENCES. Conscious Motherhood, Children's Toys, page 234. Emma Marwedel, Interstate Pub. Co., 30 Franklin street, Boston. 21 22 HOW TO ORGANIZE ROUND TABLES. Talks on Pedagogics, Chap. I., The Child. F. W. Parker. Froebel's Mutter und Kose Lieder. Susan E. Blow. D. Appleton & Co. h{ome Occupations for Little Children. Kath- erine Beebe. The Werner Co.; price 75 cents. Children's Rights, Chapters on Children's Plays, Children's Playthings. Kate Douglas Wiggin. Houghton, Mifflin & Co., Cam- bridge. The Story of a Sandpile. G. Stanley Hall. Scribner's Magazine for June, 1888. Richter's Levana and Autobiograpy, Chap. III., Games of Children. First Three Years of Childhood: The Construc- tive Instinct, The Dramatic Instinct, pages 274-279. Perez. Games and Songs of American Children. Harper & Bros., New York. Symbolic Education. Chap. V., The Meaning of Play; Chap. VII., Pattern Experiences. Susan E. Blow. D. Appleton & Co. Education by Plays. G. E. Johnson, Pedagogical Seminary. Vol. III., No. i. CHILDREN'S FEARS. 1. Inherited. 2. Acquired. Nature of Fear — 1. Natural phenomena : death, storm, accident. 2. The supernatural: ghosts, giants, monsters. 3. The undefined : terror in the dark, shapes, etc. Causes of Fear— 1. Ignorance. 2. Helplessness. (Jure— Turn on the search-light of exact information and objective fact and exorcise the demon with the modern spirit of natural science and manual trsiining.— Agones Sinclair Holbrook. LITERARY REFERENCES. The Mind of the Child, Part I., Fear, pp. 164-72. W Preyer. D. Appleton & Co. Studies in Education, No. i. Fear in Childhood. Published by Earl Barnes, Leland Stan- ford University, Cal. 24 HOW TO ORGANIZE FOUND TABLES. Studies in Education, No. 2, Children and Ghosts. Earl Barnes. Handbook 111. Soc. for Childhood. Fears in Childhood and Youth. G. Stanley Hall. Transactions of ,111. Soc. for Child-Study, Fear. Vol. I., No. I. The Child-Study Monthly, Fear in Babies, The Werner Co. Infant Mind, Fear, pages 22-29. Preyer. D. Appleton & Co. PROBLEM OF DISCIPLINE- PUNISHMENT. The Three. Stages in History of Race — (See "Studies in Education," No. II.. Earl Barnes). Punishment for purposes of — 1. Revenge. "An eye for an eye, a tooth for a tooth." 2. Prevention. To frighten evil doers. Fear. 3. Remedy. Cure. Cause in ignor ance or disease. Recognition of the fact that difficulties of moral training result from combined faults of parents and children. Causes of Bad Conduct — 1. Physical discomfort. 2. Sense of injustice. 3. Ignorance of result of conduct. 4. Lack of self-control. 5. Carelessness. 6. Inherent desire to do wrong Result of Bad Conduct— 1. Temporary annoyance to others. 2. Effect upon child's character. Formation of bad habits. 25 26 HOW TO ORGANIZE ROUND TABLES. Question — To what extent shall the parent per- mit the child to feel the natural conse- quences of his own conduct? LITERARY REFERENCES. Education, Intellectual, Moral and Physical. Chapter on Moral Training. Herbert Spencer. D. Appleton & Co. Discipline in the Family and in the School and Punishment for Weak Time Sense. Earl Barnes. Transactions of 111. Soc. for Child-Study. Vol. I., No. 3. A Study of Children's Rights. Margaret Schal- lenberger. Pedagogical Seminary. Vol. III., p. 87. Punishment as Seen by Children. Earl Barnes. Pedagogical Seminary. Vol. III., p. 235. Talks on Pedagogics, Chap. XIV., Social Gov- ernment and Moral Training. Francis W. Parker. Richter's Levana, Chap. XII., Punishments. Child Nature, Chapter on Punishment, Eliza- beth Harrison. RHYTHM. Those who are acquainted with the work of Miss Annie E. Allen of the Kindergarten De- partment of the Chicago Normal School are familiar with her manner of training and success in developing a conception of rhythm m the children. The beneficent effect of this trauimg upon those little children who from mistakes in home education or other cause are aftiicted with self-consciousness, cannot be doubted. 1 he following suggestive words by her may be helpful: " Who that has watched the movements ot an unconscious infant has not been impressed by his steady growth towards rhythmic grace? All will acknowledge after the experience of watching this gradual growth that his first dis- jointed jerking of arms and legs is but the embryonic expression of his future free, physical movements. "Most of this beauty and grace is lost; and how> So long as the little child remains un- conscious of himself and has perfect freedom ot action, unhampered by clothing or constant 0*7 2S HOW TO ORGANIZE ROUND TABLES. admonitions from the one who watches over him; is unembarassed by the opinions of those around him, his innermost personality shows itself to an admiring world. When he is old enough to have control of his body under such circumstances, his voice rings z*;'//^, his step is light, his gestures natural and beautiful (always provided his environment is good, as he imitates often to the destruction of his natural expres- sion). " To preserve this simplicity and unconscious- ness and its accompanying charm of move- ment is a serious problem, but one that merits much thought and study of the nature of chil- dren from a physiological and psychological standpoint. " The image, strongly impressed upon the child, of the thought or interest of this movement withdraws his attention from the /loza he is doing it and steadily directs it to the object of such expression. For instance, let him watch the movements of a horse in harness, in his stall, on the street, when a band is playing, etc. Ask him to represent the different movements. Criticise his representation (not him); take him again to see the horse and let him unravel for himself the truest way of expressing the differ- ent conditions. RHYTHM. 29 "If these conditions were well expressed, at the same time at the piano with music, suggestive of the different movements, it would greatly aid the children in expressing themselves freely. The co-ordination of every muscle of the body, resulting in harmony of movement, seems to react upon the child psychologically and free him from himself. " Certain rhythms adapted to certain move- ments classify different rhythms, and this classi- fication at once opens the way for the apprecia- tion and recognition of music, and its physical expression is to a little child almost what the patent medicine promises to a sick person, a cure-all, but requiring as an adjunct an intelli- gent leader in its judicious use." — Preface to Clara Louise Anderson s new book of Instrumental Music for Home, School and Kindergarten. HOW TO JUDGE A SCHOOL : SUGGES- TIONS FOR PARENTS. WILBUR S. JACKMAN. I. The School Grounds. 1. Size; do they afford ample room for play for all the pupils ? Do the children have to play in the street ? 2. Do the teachers, pupils, or school authori- ties make any attempt to have the grounds made attractive in appearance ? 3. On which side of the house is the play ground ? Are the grounds in sunshine or shade ? 4. Are the grounds devoted in any way to the purposes of instruction, i.e., through beds of flowers or other plants ? 5. Are there shade trees ? 6. Consider the relative value of cinders and grass for a school yard. II. The Schoolhouse ; from without. 1. Does it present an inviting appearance ? 2. Are the colors and trimmings in good taste ? 3. Is there any attempt at architectural beauty ? 4. Is it far enough from all other buildings to insure good light ? 30 HOW TO JUDGE A SCHOOL. 31 5. Is it far enough from public streets or rail- roads to be free from irritating noises ? 6. Are the surroundings healthful, free from malarial and other unhealthful influences ? 7. Is it properly provided with fire escapes ? III. The Schoolhouse; /ro;;i within. 1. Are the children taught in damp or poorly lighted basement rooms ? 2. Does the height of the building require much stair climbing ? Is the "rise" of the stairs easy for children ? 3. How are the corridors lighted ? Is the light sufficient ? Are there dark corners ? Are they wide enough to admit of easy passage for all the pupils ? . Are the interior colors restful and pleasing to the eye ? Are they adapted to the amount of light that is afforded ? 5. Examine the wardrobes; is there a hook for the wraps of each pupil ? 6. Is the wardrobe warmed and properly ven- tilated ? 7. Look into it on a wet day, while filled with damp wraps, umbrellas, overshoes, etc. Will the children be compelled to put on damp cloaks and coats at the close of school ? If so, do not charge colds, sore throat, toothache, earache, pneumonia, chills and fever to Providence. 32 HOW TO ORGANIZE ROUND TABLES. 8. Where are the closets ? Are they properly flushed and ventilated ? Q. Are there basins where the pupils may wash themselves ? 10. How are towels supplied ? Do different pupils use the sametowel ? 11. Ask for the regulations concerning the use of the washrooms and closets by the pupils. 12. What is the source of the drinking water? Is it filtered? 13. What kind of drinking cups are used ? Are they kept clean? 14. Is the building well janitored ? Note the ventilation; is it by means of windows and doors? Is there a "fan blast ?" Is there dust on the rail- ings and in the corners ? 15. How often is the building scrubbed ? Are there door mats ? IV. The Schoolroom. 1. Is its general appearance attractive and in- viting, or the reverse ? 2. Note the colors; are there curtains ? Note the effect of the wall colors; are there inside blinds ? Do they work easily ? 3. What is the most offensive feature ? Could it be easly removed ? 4. Is the room clean ? Examine the windows, the corners, the pictures and shelves. HOW TO JUDGE A SCHOOL. 33 5. How does the light fall upon the children ? Upon the teacher ? It should be from the side. 6. Are there dark corners in the room ? 7. Are the desks of proper height ? Are the seats comfortable ? If not, p?^ yoitrself in the p2Lpil's place for an hour. 8. Are the desks marred or unsightly ? Q. Is the blackboard easily visible from all parts of the room ? Is it shiny or otherwise trying on the eyes ? 10. Is the blackboard of proper height for the pupils ? 11. Does the mode of heating the room insure equable temperature in all parts ? 12. Does the mode of heating and ventilating cause draughts which strike the pupils ? V, The Teacher. 1. Is his appearance in the main prepossessing or the contrary? 2. Note the personal virtues— the good taste and cleanliness in dress; the collar, tie; cuffs; the arrangement of the hair; the finger nails; the condition of the shoes. 3. Does he look after the physical welfare of the pupils; the ventilation and heating of room; attention to draughts; arrangement of curtains to secure best light. 34 HOW TO ORGANIZE ROUND TABLES. 4. If the children are small, does he attend properly to the wraps at dismissal ? 5. Is the teacher a good housekeeper, z'.e., are the materials used in the regular work ar- ranged in an orderly and economical, or in a slovenly way? 6. Note the arrangement of the books upon the teacher's desk; also the materials in cases or closets about the room. Remember that these appearances very often out-teach the teacher. 7. Is the teacher nervous and irritable or well poised? 8. Is the teacher's poise the repose of self- command, the frigidity of an iceberg, or the torpor of stupidity? VI. The Teaching. 1. Is the general effect of the teacher's work to throw responsibility upon the pupils or to re- lieve them from it ? This is the . supremest TEST. If it is the latter, move heaven and earth, if necessary, to get a new teacher, or else take your children from school. 2. Are the pupils made responsible for the care and order of the room? the desks? the blackboard? the shelves? the floor? the pic- tures? the work materials? the books? 3. Do the pupils question and answer with freedom or constraint? HOW TO JUDGE A SCHOOL. 35 4. Do the pupils all seem to get equally fair attention from the teacher? 5. Does the teacher seem to use the same mode of approach to all the different pupils? Note the manner with the rowdy, the dolt, the precocious. 6. Is freedom of expression encouraged? 7. Is varied expression encouraged, i.e., through drawing, painting, blackboard work, writing and modeling? 8. Are the pupils given opportunities to f^o things and encouraged to try? Is the teaching directed chiefly to the learning of words? Q. Is the teacher sufficiently critical of the things said and done by the pupils to insure in them a cultivation of correctness, accuracy and good taste? 10. Is a knowledge of the subject-matter con- sidered by teacher and pupils in any way imme- diately essential to the latter? 11. Do you find the subject-matter taught in the schoolroom bearing directly and imme- diately upon the pupil's own life? 12. Carefully compare the material in which the teacher seeks to have him interested in school with the subjects of his most lively inter- ests when the pupil is at home or elsewhere out of school; is the material out of school related to that used in school? 36 HOW TO ORGANIZE ROUND TABLES. 13. What opportunity does the pupil have for unrestrained enjoyment of nature — such as you can recall from your own early experience? 14. Can you see specific ways in which the teaching tends to make the pupil better ac- quainted with those physical influences that affect his health and life? 15. Is he being taught enough of nature to enable him to understand, that cleanliness, for example, is essential to health? 16. Is he being given such social privileges as will result in a gradual development of cor- rect notions respecting rights of property? 17. Is the pupil being taught what he ought to do now and how to do it by being brought, im- mediately, face to face and hand to hand with the things and forces with which he must always deal, or is he being belabored with words about tilings? 18. Is the pupil's time consumed chiefly in doing or in talking? In judging or in memoriz- ing? In creating or in copying? Is he freely expressing himself, or is he being ''kept in order'? VII. The Pupils. 1. Are the pupils neat and clean in person and clothes? 2. Is their personal attitude towards the teacher free or restrained? HOW TO JUDGE A SCHOOL. 37 3. Do the pupils respond promptly and pleas- antly to the call of the duties imposed upon them? 4. Do the children seem to feel that their work is an outgrowth. of self-need or that it is something imposed upon them from outside sources? 5. Are they interested the more in their work or in their teacher? 6. Can you measure the pupil's progress in school by his conduct in the home? 7. When you talk to him at home, does his mind seem to be stored with actual pictures of the things studied in school, or is he befogged with words? 8. Does his school work seem to be clearing up his ideas of his own personal relations? LIBRARY OF CONGRESS 020 407 645 5 6i^jx^A'jy^y^y/y/yy»M^A^MrXiXfm<»»yymo^