PROSPECTUS Of the New Education Advanced Common School A MODEL For the Reorganization of the American Public School System BY CHARLES H, DOERFLINGER MILWAUKEE, WIS. 1908 PROSPECTUS OF THE People^s New Education Advanced Common School EMBRACING KINDERGARTEN, PRIMARY, ELEMENTARY AND ADVANCED EDUCATION BASED ON THE PEDAGOGICAL THOUGHT AND PRACTICE OF PROGRESSIVE MODERN EDUCATION (1869 to 1907) A MODEL IN Organization, Principles, Methods, Aims and Practical Results For the Reorganization of the AMERICAN PUBLIC SCHOOL SYSTEM By a former teacher and constant observer of the edu- cational needs of the people at home and abroad Second J Revised Kdition. Third and Fourth Thousand. BY CHARLES H. DOERFLINGER MILWAUKEE, WIS. 1908 DEDICATRI) TO THE PEoPl.K OF THE IDEAL AMERICAN REPUBLIC BY ONE OK HER DEVOTED SONS AND DEFENDERS The best portrait of FRIEDRICH FROEBEL HORACE MANN America's Pioneer Apostle of Rational JNew Education PETER ENGELMANN The Founder and Director of the German-English Academy, Milwaukee, Wis, From a Photograph of the Painting donated at the Fiftieth Anniversary of his Alma Mater in 1901 by Carl Marr, the world-renowned master. U3^^ ^■■, PART FIRST Introductory and Historical Remarks. Early Self-Education of the Child.— Before the child is sent to school, it educates itself largely in constant contact with home environments and surrounding nature generally ; it learns . to develop all its faculties thru the interrelation and fusion of its outer and inner experiences, many of which are simultaneous or nearly so ; its mind and body are evolved in one whole, continu- ous, organic growth. Aitificial School Education. — For about the past ten thousand years, however, so far as historic records go, human society as represented by governments, under partly erroneous notions sub- stituted for this natural education in the school stage of child growth a wholly artificial system of instruction. In the course of time the children of a few, forming the ruling class, were drilled in various "studies," of which, however, read- ing, writing and arithmetic were until quite recently the sole branches considered necessary for the masses. These studies were bottled up, as it were, each by itself, dosed out at certain hours for a certain length of time, and crammed into the child's memory without much relation to the other manifold experiences- and needs of its life. Body Culture Neglected. — Albeit the healthy and full devel- opment of the various groups of brain cells depends to a consid- erable degree directly upon the exercise of the muscles, especially of the finer articulations of the limbs, education was treated as tho it had to do exclusively with the mind, considered entirely separate from and independent of the body. PROSPECTUS FOR THE NEW Renaissance and Natural Methods. — Since the Renaissance period began to break the spell of the dark ages, a number of great thinkers, such as Bacon, Locke, Comenius, more recently Rousseau, Pestalozzi, Horace Mann, Froebel. Diesterweg, Spencer, Dittes, Herbart and their followers have raised their voices for a return to more natural m.ethods modified by rational, pedagogic research based on natural science. New Education in Theory. — While a host of the ablest edu- cators in all civilized countries, the leaders in the profession, have gathered under the banner of this rational "New Educa- tion," and some civilized governments have, more or less under the pressure of enlightened minorities, sanctioned it in principle, the great public school systems everywhere, even in our country, are still as a whole conducted on an antiquated plan, largely because the masses of the people and most of the persons elected members of school boards lack understanding of pedagogy and especially of the new educational philosophy. Model Schools Needed. — Progress has also been retarded be- cause in the public school system ro model schools have been consistently conducted on the "New Education" principles of organic growth, constant interrelation and continuity of all edu- cational su])jects, and the utilization and encouragement of the self-activity of the child. Normal Schools. — None of the existing Normal Schools have Taeen allowed or encouraged to engage faculties with the special purpose to train their students thoroly in accordance with this ideal "new educational" system. The American people in general, under the necessity of mak- ing within a few centuries a civilized commonwealth out of a continent of wilderness, developed habits of thought not favor- able to the acceptance of mere theories. It demands proofs, facts, results. Pioneer Rational Schools. — A number of private schools that remained unknown among the bulk of our people and even to most teachers, during the last half century proved in fact by their work, that much greater instructional and far better educational results can be obtained by graded schools conducted on the EDUCATION ADVANCED COMMON SCHOOL "New Education" principles and methods (the said methods; were then still in a less developed condition and the equipment was scant) than are now produced by our best district schools, in 8 grades (or 10 including two kindergarten grades) up to the age of about 14 years; and yet, the children as well as^ teachers in those "New Education" schools were less over- burdened and there was less nervous prostration among teachers, and pupils, because of the saving of time thru the rational method, the adding of manu-cerebral culture*, the more frequent change in the activities, the more interesting and joyous nature of the Avork. I therefore propose the foundation of a Model School. — In this the "New^ Education" principles, methods and aims are to be laid down as the law and shall be carried out as consistently as is possible with an ample equip- ment and a faculty of educators who are devoted to these prin- ciples and have the general and pedagogical knowledge and ex- perience required for successful educational work. Location. — It may be located at any place in the United States where sanitary conditions are perfect and the environ- ments offered (if possible a park of large trees; river, lake or ocean beach; landscape vicAv, etc.) are the most inviting, and' where a set of pupils of healthy normal condition and from vari- ous social environments can be obtained. Tuition Free. — No tuition shall be asked. But the school can- only show its best. results, if its pupils stay in it from the kinder- garten to the highest (12th) grade and are constantly trained! according to "New Education" principles. Therefore the parent or guardian should be required to guarantee by the deposit of $30.00 per annum or $3.00 per school month for every child attending, that the child will remain in the school until it gradu- ates from the 12th grade, and that it will conduct itself so that the school will not have to expel it before graduation. The $360.00 thus paid in 12 years to be refunded to the parents or guardian if they wish it, after the child has graduated satis- factorily. Thus the institution will be virtually a free school * For the mterly inadeqimte te m "miiuial training" I venture to suggest "m>iin-cere- tiral culture." PROSPECTUS FOR THE NEW aiacR' therefore on the puhlic school basis, admitting children of the' required normal qnalities without regard to the social station of' their parents. 'Some Principal Features. — The school education of the child must begin with the rudiments of all subjects of instruction as we find them in every good kindergarten ; they should all be ■developed ,as parts of one continuous organic growth from the entrance into the kindergarten thru the 12 grades, tho the manner of treating them must be adjusted to the advancing maturity of the pupils, as will be indicated later. ^Manual training should begin in the kindergarten and be developed thru all the grades. Manual work (and physical cul- ture, including yilay, when opportune for historic, ethnographic -or other illustrations, etc.) should thruout the 12 grades be correlated to and interrelated with the other subjects whenever possible, for purposes of illustration, demonstration and inven- tion, partly supplying material needed by the school in the grades, on the playgrounds, etc. A High School Education for the Whole People. — The "New Education" school intends to give its graduates an education fipproximately as wide in scope, but better in quality and power than the present high school, with less danger to health and with a sound ethical foundation of character. Thus practically 100; per cent of the school population will become men and women of culture, as against 5 per cent to 10 per cent under the present system. This new system, which requires compulsory attendance of the pupils until they graduate from the 12th grade, usually at the completed 16th year, will probably soon become Fery popular on account of the following circumstances : Rescue of Adolescent Children. — The children of about 14, 15' ahd 16 years now mostly object to industrial employment, l3ecause"thty khaw of the child labor legislation enacted at the Instil^aticin of reformers and also of labor unions who oppose and t:lis'courage apprenticeships, fearing the competition of appren- ti'ct^fe' in' the labbi'-- uiarket. 'Unemployed, and uncontrollable by their parents in most cases, these hosts of adolescents are now- exposed to great direct and indirect moral and physical dangers EDUCATION ADVANCED COMMON SCHOOL in the streets and elsewhere. They would be splendidly taken -care of in the last two of the proposed advanced grades, and led to the higher views of a simple and cultured life ; their tastes "would be more refined, they would develop better habits and tendencies, morally, esthetically and in every other way. They could be expected with comparatively few exceptions to become good, intelligent, able, useful, self-respecting, patriotic citizens. No Material Increase of Expense. — The saving of the expense for the last two years of the present high school course, thru the .gradual absorption of the expensive separate high schools and the future abolition of most of the present Special Assistant Superintendencies, will approximately offset the additional ex- pense for the two advanced grades added to the present district ■school curriculum under the suggested reorganization. All good high school teachers will readily fi.nd employment in the ad- •vanceci grades of the new school. This "New Education Advanced Common School" within a few decades will make us a nation, the native born majority of which as well as the younger immigrants will be cultured people, •consequently independent thinkers and actors, a nation beyond the reach of the lower types of political and other leaders. The obstruction now constantly hindering our great statesmen and the nation's sane, conservative upbuilding progress at every step, Avill gradually cease. A new era of purer national life and ■more glorious history will begin. Work a Pleasure. — The "Ncav Education'' developing and correlating methods involve a frecpient change of mental and manual or other physical activities: the children therefore will learn to consider all work a pleasure and the creation of objects of beauty and usefulness a joy; a proper alternation of physical and mental activities Vv'ill be felt to be a sanitary necessity; the attitude of our people will gradually change so that labor will cease to be regarded a hateful burden, as it is by most people now. The Model School the Intellectual and Social Center of the District. — This proposed model for the district schools, with its qnvitingly tasty and comfortable auditorium, its library and read- ing room, its gymnasium and swimming-tank, its park-like play- PROSPECTUS FOR THE NEW ground and school garden taken care of by the classes, all open at certain hours every day for the citizens of the district under necessary rules of order, will become not only a social tie, a source of joyous culture and entertainment, but a power for sound, patriotic enthusiasm, for general civic elevation. Propaganda Depaxtment. — The administration ought to in- clude a propaganda department with a small printing outfit, which may be practically operated by pupils of the upper grades as a phase of manu-cerebral culture. This department should make constant efforts for the rapid general introduction of the new system thruout the United States, co-operating with the U. S. Bureau (or future department) of Education, and publish- ing a regular monthly or weekly bulletin for the dissemination of the ideas underlying the new system, short articles prepared for editorial use in the press, and small tracts or leaflets with stories and advice to aid parents and young teachers in solving- the problems that may be expected to occur to them in daily life National New Education League. — It is also to induce the most cultured and patriotic men and women in every city, vil- lage and town of the United States to gather into clubs and unite in a national American New Education League for the purpose of hastening the universal introduction of the proposed! improvements of the public school system, to some extent in co- operation with the International Kindergarten Union, the Na- tional Education Association and other educational organizations. Thru the constant energetic and inspiring activity of such an institution and of a body of devoted promoters of "New Edu- cation," a general advancement could be accomplished in the course of a few decades which, as the past history of education in the United States shows, might otherwise require a century or more, if Ave may judge from the slow fruition of the splendid work of Horace Mann begun over a half century ago, and of that of the many highly cultured pioneers of rational education and the kindergarten, brought here by the republican German immigration in and about 1848. The Cultivation of Reverence. — Among the many good results of the new system herein advocated which may be confidently EDUCATION ADVANCED COMMON SCHOOL expected, one of the most desirable will be the growth of true reverence, an element of character that now seems to be almost entirely wanting in the makeup of the young as well as most adult Americans: — reverence for the parents, for elder persons generally, for the teachers, for the school ; — reverence for law and other institutions of our self-established free government; — reverence for the good, the great, the beautiful in nature and in human action ; — reverence, one of the necessary premises for a good life, for a wholesome ambition, for true patriotism! Social Aspects of the Project. — All men and women of humane instincts believe that honest and useful work should be paid for at a rate affording a decent living and a competence for old age, according to kind and the expense of preparation. Where that is not done, mere political liberty will not prevent the growth of socialism and anarchism, and no government, however strong, can long prevent it under such circumstances, or where the wealthy arrogate the right to violate the laws which they expect the poor to respect and obey. Only superficial observers and thinkers can fail to see that ■socialism has been spreading apace during the last 30 and par- ticularly the last 10 years, not only under autocratic foreign governments, where it would seem to be a natural reaction against oppression, but also at an accelerating rate under the most liberal constitutional monarchies, as, for instance, in Aus- tralia and New Zealand. Some Causes of Civic Degeneration in the U. S. — Even in our own prosperous country (where the day-laborer lives better than do the majority of small merchants, manufacturers, professionals, tradesmen and officials in Europe) populism, anarchistic senti- ments, disrespect of law, rudeness, and various forms of social- ism have spread rapidly within a few years ; on the one hand this has been brought about under the impulse of a feeling of resentment in view of the provoking prodigality, mercenary sel- fishness and persistent, willful unlawfulness of catilinarian in- dividuals as well as corporations and by their corrupting influ- ence in the legislative bodies of all levels — to^\ai, county, state and national — and on the other hand b}^ the systematic cultiva- tion of comparisons intended to engender discontent, envy, 10 PROSPECTUS FOR THE NEW hatred, and other low passions continually stimulated among the laboring population by their leaders (be they visionaries or dem- agogs) in speech and print. The men and women, even boys and girls, in the home, in the shops and factories, in the building yards, in the mines, behind the counters, in the offices, at the docks, in the marine and land traffic, on the farms and in the dairies, at the dance or picnic, at noonday lunch or before and after work, almost everywhere and at all times hear and then constantly revolve in their minds and discuss thoughts of that kind suggested to them not only by their leaders, but also by daily events, not in a discriminating, but in a sweeping fashion like this : "Why should we, the needy, be honest and. obey the law of the land, when wealthy manufacturers, merchants, insurance men, trafficmen, food producers and persons of leisure are dis- honest, cheat us, rob widows and orphans, disrespecting, dis- obeying and defying by every possible ruse the laws of the Republic made by the people for all?" They have been made to believe, and what is worse, they teach their children to believe, that nearly all the wealthy, nearly all the employers are dishonest, lawbreakers and extor- tioners, and that there is no remedy in law. Thus anarchism is bred in various ways. Politico-Socialistic Snares. — Several ambitious millionaires (and possibly some "dark horse") are laying their wires to ride into national and pernicious power on a great wave of popular displeasure with existing conditions. To achieve this, they may eiacourage and aid the present incipient tendency of the various unions and federations of labor to join the consistent socialists in political action, and try to fuse with them other scattered political groups. Statesmen who can . read the signs of the times and have truly patriotic aims should now come to the front Avith a pro- gram of upbuilding progress, pervaded by high ideals such as led us to victory half a century ago. They ought to see that the man, whom a shortsighted element in both predominant parties has foolishly decried as a radical, a socialist or revolutionist, Theodore Roosevelt, the great non-partisan in defense of law EDUCATION ADVANCED COMMON SCHOOL 11 and justice, is really making efforts to revive confidence in the republican form of government, by insisting that the constitution and law must be respected by the rich as well as the poor, by the pinnacles of society as well as by the slums ; they ought to see that he is determined to do everything in his power to assure the safety and permanence of the Republic by enforcing honest and impartial justice. Surely, to demand that the Avealthy as well as the poor re- spect and obey the law, is not favoring destructive socialism and anarchism, but one of the means of removing their causes. In the above, the superficial aspects of the present situation have been touched. But the broad-gage statesman, while studying past history and casting his glances into the farthest reaches of the horizon in ■order to miss no part of the perspective, will also examine the ground he stands on, and investigate the causes, immediate and remote, of existing conditions and inovements. Blind Following of Leaders. — A penetrating and thoro re- search of this kind will, as it has done hundreds and thousands of years ago, result in the conclusion, that the cardinal weak- ness and most evil-portending vice of human governments, and particularly of republics, has been and is to-day the disposition of the masses to follow leaders more or less blindly. The ma- jority of the people have nowhere and at no time enjoyed a degree of knowledge and intellectual powers sufficient to enable them to study public affairs thoroly for themselves, to draw their own conclusions and to act politically according to their own innate convictions thus formed. The word-pictures drawm by the socialists of the happy con- dition that would obtain in a country governed according to their tenets, must be alluring to men and women of ordinary or less than ordinary intelligence, toiling in the sweat of their brow; they have not had the mental training to analyze those pictures ; they cannot be blamed for believing the promises of affluence, ease and happiness that seem to them possible, prac- ticable and beautiful. 12 PROSPECTUS FOR THE NEW Remedies. — Probably less than 10 per cent of the population of the United States receive a good elementary or higher edu- cation. Among this educated fraction there are few that follow lead- ers blindly; these few are usually such as are actuated by some artificial motive, mercenary, ambitious, or personal ; but most of them have studied general as well as home history ; they were trained to apply to all questions more or less scientific methods of examination ; and persons of culture, usually feeling a justi- fiable pride in their intellectual independence, resent as an insult the attempt of others to hypnotize, deceive or in any other way direct and influence them mentally, to claim them as intellectual inferiors or chattels. High School Culture for the Whole People. — It is certain, therefore, that if we give practically the whole people an educa- tion such as only the 10 per cent above alluded to can obtain now, all sorts of demagogs would find themselves without business. The plan for a reorganization of the school system, as here proposed for the People's New Education Advanced Common School, is considered quite feasible by experts. It would not only bring about a great improvement in our public life and government, but would soon place us and keep us at the head of the procession of civilization, intellectually, ethically, industri- ally, commercially and in every desirable sense of the word. Experiments made in America by institutions partially organ- ized under rational management, have proven my claims as to- educational results. EDUCATION ADVANCED COMMON SCHOOL 13 General Program. This embodies two main divisions, for which I would enlist interest and co-operation. I, Educational Phases. 1. — About one year's preparatory work by at least four ped- agogical experts and several assistants, covering a renewed and more thoro study of the organization, principles, methods, courses, syllabi, manuals and textbooks of the best reputed public and ''New Education" schools: travel connected therewith for observation and inspection by one of the foremost progressive pedagogical authorities of America ; and the elaboration of all the details enumerated in the prospectus for the Model School. The school will prove our assertions at the end of the first 12 years' course, and probably sooner. 2. — The planning of the main and dependent buildings. 3. — The search for and selection of a corps of able teachers devoted to the proposed rational educational practice and ideals ; also the selection of assistants and other employes of like character. 4. — The securing of funds: (for endowment needed see p. 39.) 5. — The Agitation for a Vigorous U. S. Department of Edu- cation. a. — The present U. S. Bureau of Education, tho useful as a collector and disseminator of information, and as an advisory organization, but without any directive power, ought to be de- veloped into a full department of the national government and represented in the presidential cabinet. Education being the most important of all governmental functions in a republic, the success and permanence of which depends upon the intelligence and lofty ethical standards of the people, it should be repre- sented accordingly. This proposition does not aim at national control of education in the States, but pecuniary assistance like that given agriculture, normal schools, etc. 14 PROSPECTUS FOR THE NEW b. — In connection with the establishment of a new "Depart- ment of Education" or "Department of Culture," Congress should provide for a liberal annual appropriation to be distrib- uted "per capita" of the public school enrollment to those states that enact and enforce laws making it obligatory for every school district to give each and every child a prescribed minimum of education in scope and quality, for which a school or schools like the here proposed People's New Education Ad- vanced Common School would be taken as models. The apportionments should be paid only upon the recommen- dation of "Inspectors of Education" to be appointed by this department, which inspectors also might hold teachers' insti- tutes in every county inspected and deliver lectures for the en- lightenment of the people on their duties to the children and the school, and on the necessity and modes of co-operation of the home with the school. 6. — Political Influence to Be Excluded. — The positive pioneer work to be done by our advanced common school under the di- rection of a Board of Regents which is to remain entirely un- trammeled by any political or other deleterious influences and is always to keep abreast of the latest pedagogic research and results of experiments, could undoubtedly be continued forever with beneficial results for the cause, as a constant model for all the common schools of the country; and it is my wish that it should be. It certainly ought to continue for at least five school genera- tions, or 60 years, until practically the whole school system shall have come under its regenerating influences. Still, the time may come sooner when the proposed develop- ment of the U. S. Department of Education shall have become a fact and so well fortified by public opinion in its efforts for a rational conduct of the public school system, that the Board of Regents may feel safe in leaving it to the wishes of its endower, or his or her heirs, whether the model school shall be continued, or. the income be thenceforth devoted to educational propaganda by means of periodicals and other publications, and to lyceum work in the interest of the ethical culture and general enlighten- EDUCATION ADVANCED COMMON SCHOOL 15 ment of the people ; or the funds allowed to revert to the en- dowers. In this way public education can be practically nationalized without amending the constitution of the United States. n. Economic Phases, Leaders and. Demagogs. — Undoubtedly there are among the leaders of the socialistic, populistic and unionistic labor move- ments many educated, serious, honest, devoted men ; but there are among them also many ignorant, ambitious, selfish demagogs. There were many pure-minded, unselfish patriots among the leaders of the great French Revolution a century and a quarter ago. But these true and enlightened friends of liberty and jus- tice were terrorized and overridden by the worst elements, the natural enemies of civilization, an.d unfortunate France has been ever since trembling on a volcano of destructive possibilities, tho a republic. Austria, Italy, Spain and even conservative, sedate Old England and its colonies are disturbed with similar tho less violent commotions. Russia is on the eve of a social revolution. Conditions in the United States and Foreign Countries Com- pared. — The causes of dissatisfaction and unrest among the masses in the United States are diminutive compared with those existing in other realms. Our wage-earners' income averages about three times the average in Europe for the same work, while the prices of the principal necessaries of life (cereal and animal foods, fuel and dwelling comforts) cost less here than in Europe for the same quantity and quality. Our laborer can live twice as well as his competitor in Europe does, and still lay up one-third of his wages for a home of his own or a savings bank account. Better Education Promises Industrial Peace, — If the majority of our laborers enjoyed a degree of education that would enable them to compare their economic condition with that of the Euro- pean laborers, with whose products their American products must compete in the markets of the world in order that there be employment for all during the greater part of the year in America, they would see that their leaders, some knowingly, 16 PB,03PECTU3 FOR THE NEW ■others misled by error, are enticing them by misrepresentations, by appeals to their passions, and by nebulous illusions away from solid ground into an unexplored, treacherous swamp. Endeavors to "educate" the adult masses by lectures and reading rooms, while good in themselves as far as they go, reach only a very small percentage of those who need them most, i. e., the ignorant and poor among the laborers, their wives and adolescent children. Their children and all children can be led to a higher power of judgment by the proposed improved common school educa- tion; they will then be enabled to form their own opinions and perform their civic duties according to their own convictions, submitting neither to the allurements nor dictates of misleaders. Then all questions concerning the welfare of the whole people can be settled on lines of reason and human rights ; and this desirable condition of things can be brought about by no other means The Inalienable Human Rights for Poor and Rich. — Our Ke- publie was founded and maintained under bloody sacrifices for the establishment and protection of the inalienable rights of man pro- claimed in the Declaration of Independence. Unfortunately, those human rights are now frequently assailed by threats, star- vation-boycotts and brutal force until the great people's endur- ance is becoming sorely tested by the very elements for whose benefit and liberation the American Revolution was mainly in- augurated, the great body of wage-earners. The wealthy could have made themselves quite comfortable under English rule. Right of Association Sacred. — Nothing herein said must be construed as militating against the right of all citizens to form associations for lawful purposes, which right ought to be sacred. But if there is any property-right that must be at all times considered inviolable, it is the right of individual man to dispose of his own brainwork and musclework wherever, to whomsoever, on conditions whatsoever that are not unconstitutional ; likewise the right of any individual or legal person to employ any person of lawful qualification according to mutually voluntary choice and agreement, under lawful conditions. EDUCATION ADVANCED COMMON SCHOOL 17 Employers and Employes Must Be Protected.~-If any indi- vidual or association of individuals destroys these rights, it is flagrant tyranny, it is criminal usurpation, it is treason against the first fundamental principles of our government and should be promptly and severely dealt with by the courts, and if need be by the strong arm of government as soon as proved by fair trial held without delay. It is a crime against the whole people, because every man, woman and child has a vital interest in the fullest maintenance of those inalienable rights. It does not require a four years' university law course to understand this. It is a postulate of common sense and common equity, and anyone who denies that simple and original property- right, logically denies all property-rights ; he is either an extreme communist or an anarchist. In this free country of ours he is permitted to peaceably argue his theories on government or even in favor of the abolition of all government ; but if he attempts to compel others by threats, physical violence, or other persecutions to live, think, act or starve according to his arbitrary dictates, lie forfeits his own rights to "life, liberty and the pursuit of happiness." Peaceable Government by Majorities. — The annual passage of thousands of acts by congress and the various state legislatures indicates that the people of the United States have never yet considered our political institutions to be perfect, that they con- sider them susceptible of improvement ; but amendments of the laws must have the sanction of the majorities as expressed in the legislative bodies elected by the people under the constitu- tion. In the course of the last 40 or more years I have advo- cated many educational and other measures which I thought would result in betterments of existing ethical, political and economic or social conditions. Some have been adopted, some have not. As a good citizen I must be satisfied to continue to argue for the latter until a majority of the people are converted to my views, or until I am converted to theirs. Unless individ- uals, unions, corporations or other associations of individuals pursue this lawful way, the great people will surely, sooner or later, rise up in its majesty and suppress them. I firmly believe that a people of high culture such as the 18 PROSPECTUS FOR THE NEW proposed improved school system would make our people in a comparatively short time if generally adopted, would have little difficulty in solving the economic as well as other problems peacefully and to the reasonable satisfaction of all concerned. In effective importance as a preventive against the dangers indicated, no other measure could be compared with my scheme of the People's Advanced Common School as a model for the thoro reorganization of the public school system. This most pressing need should be considered and taken up without delay by our statesmen. Detrimental Change of Maxims for Laborers. — During the last 30 or more years the laborers have been led away from the maxims and habits of diligence, frugality, and economy, which in the previous generation made of the penniless pioneer set- tlers of the backwoods captains of industry, invention, commerce and traffic ; men and women of Avealth and influence : they have been taught by aggressive misleaders to spend all their wages, because if they accumulated savings, their "extortioners," the employers, would use their thrift as an excuse for reducing wages ; and that it is the duty of the state or community to pro- vide for their old age and their families. Following the shortsighted example that was given earlier in England and is proving a boom.erang there, they were taught not to exert themselves beyond a certain easy pace, in order to pre- vent the ' ' glutting of the market ! ' ' The coming competition of awakened Japan, China and other foreign countries will before long teach them a very different, dire lesson. . Their leaders should have advised them, instead, as follows: "To vie w4th each other, for their own interests, in useful application of their paid time, stopping short only of unhealthful overexertion ; to vie also in the quality, beauty, and general per- fection of their product;" "To save for rainy days, advancing age, and for the acquisi- tion of a homestead, all they could spare after having provided for themselves a simple but decent and wholesome republican living, each according to degree of culture, which includes the enjoyment of some good literature and other forms of cultural improvements and entertainment, and ought to exclude much of EDUCATION ADVANCED COMMON SCHOOL 19 the entertainment of a lower order provided for them now by enterprises that eater to their bad tastes, and for which they waste enough money in the course of a number of years to pay for a home;" "To consider cleanly housekeeping, wholesome cooking, the careful guarding and conscientious home-education of the chil- dren in co-operation with the school their inevitable duty; flashy and luxurious garments a satanic vehicle for the cultiva- tion of demoralizing vanity, extravagance and other unrepub- lican qualities in their children." Urgerit Problems. — ]\Iuch has lately been done and much more will be done by the national, state and municipal governments to protect the people against multiform robberies by food adul- teration, kinds of speculation destructive to public welfare, and other varieties of morbid selfishness. An impartial survey leaves no doubt that compensation for labor is in many cases not graded on sensible and just principles, and that a reasonable adjustment of this matter is one of the problems public opinion will take up for solution ; on the other hand the dictates of many labor organizations on this matter are neither just nor sensible and wall continue to aggravate more and more the unfortunate "state of war" between employes and employers. Five of the most urgent problems are here enumerated : a. — The improved and much more advanced common school education. b. — The maintenance of individual liberty at whatever cost. c. — A juster gradation of compensation for labor, depending- largely on the time and money needed for training, apprentice- ship, study, the exertion needed in perfecting skill, and the utility of the vocation for mankind, whether intellectual or manual. d. — Assurance providing for sickness, accidents, want and death, as a constant feature of mutually voluntary individual employment contracts, on a safe and equitable plan should be recommended. e. — The rationalization of education so as to make a reason- able amount of physical exertion in work as well as play and study seem a pleasure rather than a burden. 20 PROSPECTUS FOR THE NEW f. — One of the future problems will probably be to provide in the organization of work, wherever and as far as feasible, a moderate, rational alternation of physical and other activities. Among the people at large also pleasure in useful labor will be the result of the evolution, following that of general intelligence and persistent rational training during the whole school period. The desired civic betterments will depend largely upon that education and the resulting public opinion, as much or more than upon legislation. But a people of approximately uniform advanced culture, such as our proposed People's Advanced Com- mon School will secure for practically all children, will be much better qualified to find the best solutions of the many social j)roblems, than our present generation, of which 90 per cent re- ceive only a low cultural training and therefore depend for their opinions on others who may or may not have good, honest, patri- otic motives. Of Transcendent Importance for the Nation. — Since the Declaration of Independence, the establishment of the United States of America, and the abolition of slavery, no proposition has been presented that could compare with those treated herein, as to the probabilities of spiritual and material advancement of the whole American people. Their consummation would open a new and happier era in the life of the Nation. The Endowment a Monument. — The humanitarian patron or patrons supplying the means for the realization of this project will deserve and undoubtedly enjoy the acknowledgment and lasting gratitude of the present and future generations for one of the greatest patriotic deeds ever performed in the interest of our beloved country. EDUCATION ADVANCED COMMON SCHOOL 21 PART SECOND Plan for the People's New Education Advanced Common School. Waste in Education. — It has gradually become the conviction of competent observers that a large part of the money, energy and time devoted to the education of youth is now wasted thru defects in the organization of schools, inadequate equipm(mt of teachers and lack of educational insight on the part of school boards. "New^ Education" Ideals Now Accepted in Theory. — Modern educational literature and the deliberations of educational asso- ciations corroborate this and indicate clearly that the principles and method of the "New Education" best exemplified so far in the kindergarten and modern primary school, are considered by the profession to be far superior to those of the systems still in vog. There is gratifying evidence that the progressive spirit of the American people is aware of this. The extent of the kinder- garten movement, of manual and industrial training, the atten- tion paid to sanitation in school architecture, the welcome ac- corded to sporadic efforts to rationalize education, prove that the public conscience has been touched. Evidently the "psycho- logic moment" has arrived for the establishment of a model school or school system in which — unhampered by drawbacks of parsimony, unreasoning conservatism, self-seeking opportunism and other extraneous influences — the pi-inciples of the "New Education" could be applied consistently and thoioly in every phase of the work from the kindergarten thru all the grades and including the high school. 22 PROSPECTUS FOR THE NEW The Model School and Its Eequirements.— The establishment of such a school or school system demands for a time, 1. — A private patron willing to turn over to expert guidance- the entire equipment and management of the institution, and 2. — Freedom from unpedagogical interference in the appoint- ment of teachers, course of study and work, textbooks and other matters as far as the law permits. Experience makes it extremely improba1)lc that this could be permanently secured from a community. The conditions necessary to success would involve : 1. — A reasonably permanent population affording from 300 to 400 children between the ages of 4 and 16 ; 2. — A building or several buildings with play and garden grounds near the homes of the children of the first four grades; 3. — A building with play and garden grounds and the needed equipment for laboratory work and practice in graphic and man- ual arts for the remaining four elementary and four advanced grades; possibly another building might be desirable for the last named four grades, and an assembly-hall ; in a densely populated city or district all buildings would probably be located on one block and possibly under one roof. 4. — A vacation school farm and equipment; 5. — A sufficient number of teachers, approximately 15, beside those for the Norinal and other adjuncts ; they should all com- bine with a many sided professional equipment, enabling them to teach all subjects of instruction required for their classes, a sympathetic nature and reverence for childhood; 6. — A force of janitors and other employes as circumstances may demand; 7. — An endowment fund for a full equipment, and a sufficient income, estimated at $60,000.00 per year, including the adjuncts. Tentative Suggestions as to a Board of Regents. — The finan- cial affairs of the school and the appointment of teachers and other employes might be in the hands of a board of five regents, to which the president of the school and faculty is to be added as an ex-officio member, having a seat and voice, but no vote. Two of the regular members phould be persons of business ability and experience appointed h'/ the party or parties who furnished the required endowment fund, the other three to be pedagogs EDUCATION ADVANCED COMMON SCHOOL 23 appointed by a committee of three persons of pedagogical knowl- edge and experience devoted to the "New Education" principles, one of whom to be selected by the endower or endowers, one by the originator of this model school project, and the third by the two thus selected. Other details of tlie organization of this board, financial and otherwise, should be wholly in the hands of the board. The president of the faculty to be chairman of all committees on pedagogical subjects. It is evident that three of the trustees in a board of five ought to be well versed in the science and prac- tise of education and favorable to the progressive "New Educa- tion" rational principles, methods and aims. A gentleman of long and varied experience in honorable pub- lic position as a promoter of public education, thinks it would be •safer to let the endower appoint the first five members of the board of regents, three of whom to be selected from a list of educators and promoters of educational progress who advocate the "New Education" philosophy to be proposed by the orig- inator of this project, the other two to be of the endower 's own choice as representatives of his financial interests. The board to be self -perpetuating by its election of one new member each year of the same requisite pedagogic or business qualifications, in place of one whose term is made to expire ; or all might be elected for life or during efficiency. Thus the pedagogical interests of the institution could always be directed by a majority familiar with the theory, history and practise of the rational, scientific "New Education." Faculty and President. — In its pedagogical organization the work of the school should be under the immediate direction of the faculty and its president, the latter being the executive official of the board of trustees and the faculty, except in financial af- fairs ; definite regulations as to membership in the faculty, course of study and work, grading and promotion, school hours, etc., should be formulated by the faculty, revised annually and sub- mitted for approval or countersuggestion to an advisory board, consisting of the president of the faculty as its president and four experts of acknoAvledged pedagogic ability to be selected by the board of trustees. 24 PROSPECTUS FOR THE NEW For fuller details of a possible initial pedagogic organization as to course of study and work, grading and promotion, school hours, etc., reference is here made to Appendix A. For the present I would point out only in most general terms that the course of study and work should be comprehensive enough to afford the pupils vital touch with the achievements of the race in its varied empirical, scientific, cultural, economic, civic and ethical interests; and that it should give ample oppor- tunity for the training of hand and tongue in full correlation with awakened inclination and genius ; accomplishing with the pupils in the 12 years of kindergarten and common school life approximately as much in quantity and scope of knowledge as is accomplished by the present system in 14 years, and more in quality and power, by vitally relating all that is done with the unfolding life-interests of the children and by making all phases of school work interrelative and vital . factors in the healthy, living growth of ethical as well as mental, esthetic, manual and general physical culture and power. Development of Character. — Success will depend, naturally,^ more on the method than on the course of study and work. Thruout, the children's work in the school must appeal to their legitimate actual interests ; all they do must seem worth while to them in their actual life. The work of the school must be so managed as to afford them the highest joy on the basis of a sense of growing power, increasing insight and deepening sym- pathy in the process of self-adjustment to an expanding environ- ment. External governmental authority must be maintained^ but the ethical efforts of the school should develop more and more an inner discipline of which adjustment to environment^ social interest, opportunity for worthy achievement in produc- tive and creative doing are the main factors. The unity of the motor, esthetic, intellectual and ethical phases of human activ- ity, of experience, thot and action must be respected at every step. The course of study and work must be so managed that the children may sincerely and eagerly want to do what the school expects them to do. They must be brought in all they do to seek individual excellence for the sake of social efficiency. EDUCATION ADVANCED COMMON SCHOOL 25 Obedience to the rules must be considered a necessity for the welfare of each and all. The Old and the New. — The traditional system of education which still lingers with us. may be compared to a top-heavy inverted pyramid built from without with separate loose blocks. For this the "New Education" would substitute a beautiful jivdng tree whose roots are planted in the kindergartea and which, under the nurtured impulse of its own inner life, pushes its w^ay upward and outward until its grand and graceful crown bursts into blossoms and fruit, the desired many-sided culture teeming with rich promise of further beneficent self-expansion. (See Appendix B.) Co-operation of Home and Community with the School. — In order, however, to accomplish its greatest good, the school must be lifted out of its isolation from home and community. The more or less forced participation of the latter under pressure of tradition and statute must become eager, vital, aggressively sympathetic interest. The way to this is indicated by the Moth- ers' club of the kindergarten and in the organization of parents' associations such as have in many places begun to re-inforce the the school by active co-operation in many ways. Yet much more needs to be done in this direction. My ideal is, that every school district in the United States shall be such a community. On the one hand, the school must make itself more directly worth while to the home and to the community. It must learn to meet thru the children the intellectual, esthetic, ethical and even the economic needs of home and community. The home should be brought to feel and to see that attendance at school renders the child from day to day more tractable, more loyal, more stimulating, more sympathetic and helpful as a member of the family circle. In a broader fashion the same applies to the community. For the home and the district or community the school should become a center of intellectual, esthetic and civic stimulation and of rational enjoyment in even a more direct waj''. Not only should parent and citizen be welcomed as guests and helpers in the class-room, on the playground and in the garden, in current work as well as at school festivals, but also as members or leadery^ 26 PROSPECTUS FOR THE NEW of evening classes and clubs for specific purposes. The assembly hall of the school should open its doors for public discussions of topics affecting the various cultural interests of the community and for entertainments of an elevating character. In short, school, home and community should become actively one in a common intelligent effort, as Froebel would say, to ''live with the children" for the children's sake and thru the children for the progressive development of the community. (See Appen- dix C.) In such a community private and public life would flourish on increasingly higher planes. Intelligence and integrity would assume the reins of interest in work and pleasure. Self-seeking, deceit, and the frivolities of self-indulgence would yield to up- rightness and the joys of generous self-expansion and devotion :ti the deeper cultural instincts. In constant vital contact with the immediate needs in the progressive development of children, home and community, the people's school would secure their unreserved, sincere co-opera- tion in its efforts, consciously worth while at every point to all concerned. Progress, therefore, would be not only more rapid, but also more substantial and vitally manysided. Past Experiments. — In the light of a number of more or less fragmentary experiments, made in various parts of the United States under inspiration of the progressive tendency of our days, it is not difficult to foresee, in addition to the great gains indi- cated above, many other, perhaps minor advantages to be derived from the consistent follownng of the principals of the "New Edu- •cation" as planned for the people's school here proposed. Increased Efficiency and Economy. — Prominent am.ong these are increased efficiency in matters of detail and consequent econ- omy of time and expense. The people's school would accomplish in the mere matter of course of study in 12 years approximately all that the kindergarten, primary, the elementary and the high school, as at present conducted, seek to accomplish in 14 years. Moreover, because of the comprehensive equipment of all the teachers,, they would do this without the expensive and, in most instances, disturbing employment of special teachers. Again, because of the unitary organization from the kindergarten to and EDUCATION ADVANCED COMMON SCHOOL 27 including the four years of advanced (so-called high school) work, special high schools with the expensive equipment could in due time be done away with. Much of these savings would become available to meet the requirements of the desirable larger attendance in the upper grades. The new (high school) grades (the 11th and 12th) being simply the last two grades of the unitary people's school, would lose their un-American aristocratic separateness and contempt for labor. Their work would come within the reach of all. No arti- ficial or traditional chasm would have to be cleared to enter. Their work would constitute the natural and rational continuance of work already begun and familiar, under the direction of teach- ers and in an environment already endeared to the pupils. Protection of Children from Serious Daggers. — The tendency of parents to let their children continue in the improved people's school to the end will soon seem imperative on acount of the labor laws which already restrict in some states and will probably in otherS; the industrial employment of children under 16, and the agitation of labor organizations against trade-apprenticeships. Probably most of the parents, certainly those who fear the com- petition of their own children in the labor market, will — irre- spective of all other considerations — have their children go to school, rather than to perdition under the questionable street influences to which an appallinglj^ large number of unemployed boys and girls about 14 to 16 years of age are now exposed, which number will increase. Experienced employers of labor, however humanely they may be disposed, know that children 15 or 16 years old are not as docile — physically and mentally — as those of 14. This is one of the great transitional stages in their life. The raising of the limit of industrial employment to 16 years which may be expected sooner or later, will necessitate the continuance of compulsory attendance to the same age in order to prevent the demoralization thru idleness and absence of control of the children turned out of employment; it will also call for the development of man- ual training during the last years before graduation from the 12th grade, into features of fundamental technical or trade-prep- ■28 PROSPECTUS FOR THE NEW aration for those pupils that intend to learn a trade or craft, or to enter trade or other special schools. If this or a similar provision is not made, the excellence of >our manufactures will rapidly deteriorate ; their international reputation will suffer ; competing nations, especially the deft and frugal Japanese and Chinese, will overrun our present foreign markets ; our export trade will largely be destroyed, and hard times will become a permanent institution in the now prosperous United States. The labor unions by discouraging apprenticeship are killing one of the hens that hitherto laid their golden eggs. Their pres- ent wage scale of $2.00 to $7.00 or more may have to meet half- ivay the Orientals' of 12 to 50 cents per day. The Cominon School a High School for the Whole People- On the whole, such a model institution, wisely progressive in the application of the principles on which it is founded, would thru its example and results do much, — more than any other edu- cational benefaction has ever done, and more rapidly, — to lead the public school to become truly a school for the whole people, a mighty factor in the cultural movement of the present time which seeks to establish society on the basis of a new ethical and intelligent democracy able and willing to govern itself on equita- ble principles and bring about that condition of general pros- perity, peace and contentment which every consistent republican must wish, the solvents for the perils that now impend over the United States as well as the rest of the civilized world like a ■great and growing cloud. For those readers who may think -the -frequent criticisms of the present system in general and the high schools in particular expressed by educational writers and in addresses at educational conventions are too severe, I quote the recent utterances of Miss Herta Petersen, who is in a good position to judge, being a kin- dergarten trainer : "In training the young ladies I have found such common irability to thiok for themselves among those who have just left high school ! Then, most of the young ladies who have recently graduated from high school in our city whom I have had with me, were on the verge of nervous prostration or had been there." What the commissioners of education appointed by the Ger- EDUCATION ADVANCED COMMON SCHOOL 29 man government on the occasion of the St. Louis World 's Fair in 1904 to make a thoro investigation of the organization and results of the American public school system say in their reports, is of great significance in support of my contentions. The commission- ers were prominent expert authorities on various phases of school work. Their reports show a friendly disposition to appreciate at its full value what the American school accomplishes ; but they are practically unanimous in their opinion that while our primary and lower elementary grades often present surprisingly good results, the upper elementary and advanced (high school) work is very unsatisfactory. The explanation for the above is very simple. In consequence of the constant agitation of individual and associated friends of childhood since the Froebelian ideals dawned upon widely sep- arated regions of the United States ; by the largely self -sacrificial work of the pioneers of rational education in many private and society schools and kindergartens; thru the educational press, the discussions at educational conventions, the activity of wom- an's federations and particularly of the 10,000 devoted members of the International Kindergarten Union and kindred associa- tions, an irresistible influence has been exerted upon the primary departments of our schools — with or without kindergarten at- tached — in thousands of localities wherever that activity was felt. The question now seems to be: Shall the "new educational" philosophy and methods which have led to the triumph of our primary work before the best authorities of the world be also applied to the higher planes of our people's school, or shall our children there be kept in the barren old ruts, forever, deprived of the invigorating, soul-bettering and beatifying inspiration of the "new educational" evangel? I believe my prospectus for the Model School points out the simple, straight, safe and completely effective means of escape from the present labyrinth of imperfection. The desired thoro regeneration can come only thru the rational reorganization of the whole educational system ; I believe the establishment of schools like the one herein proposed as a model would be the best first step to initiate a rapid and rational accom- plishment of that reorganization and regeneration. 30 PROSPECTUS FOR THE NEW APPENDIX A Pedagogic Organization : 1. — Assuming a district affording approximately 400 children, the faculty should consist of the principal and about 15 class teachers (not counting those that will be needed later for the Normal, farm and other adjuncts). These should be assisted by three kindergarten and primary assistants, and a "janitor and gardener." The care of the laboratory, museum, workshop, library and studio may be entrusted to regular teachers in shifts, or, eventually some of this work may be done with mutual profit by graduates of the schools who may desire to do more or less independent post-graduate work. 2. — The faculty should be selected with a view of including among its members persons who unite with a broad general cul- ture and true pedagogical ability special knowledge and skill in some one of the various branches of instruction, notably in phy- sical training, music, graphic and manual arts, domestic arts, history and civics, language and literature, commercial science and business methods, physical and chemical science and their technological applications, horticulture and agriculture, kinder- garten and primary methods. This does not imply that these persons should devote them- selves exclusively to their respective specialty. On the contrary, each teacher should be competent to guide any class in its entire work. Yet, aside from the fact that an ideal teacher is unthink- able without a hobby, there should be in the school some one to whom colleags can appeal in cases of doubt as to matter or method and who can lead in his or her specialty in the prepara- tion for general entertainments, in post-graduate courses and in popular lectures. EDUCATION ADVANCED COMMON SCHOOL 31 3. — As a rule, each member of the faculty shall have charge of the general work of one class, and, as far as feasible, of the entire work of the class in the first 6 or 8 school j^ears. The last named number would include the kindergarten. In the remaining 4 grades the work may be arranged more or less closely on the departmental plan. 4. — The faculty, as a whole, should determine, before the open- ing of each school year and in accordance with the principles prescribed by the board of regents, the details of the course of study with a special view to the vital correlation and continuity of the various lines of work, the distribution of the work, the periods of recreation and study, the conditions of grading and promotion, the general principles of government and discipline, the duties of assistants and the general sanitary relations. 5. — The president of the institution is to be the executive offi- cer of the board of regents on the one hand and the executive officer and president ex-officio of the faculty, on the other. 6. — As executive officer of the board, it shall be his duty to veto all resolutions of the faculty that may be in conflict with the orders of the board, to transmit to the board the decisions of the faculty for approval, to make reports at stated times on the condition and needs of the school, and to carry out the orders of the board. 7. — As president and executive officer of the faculty, he should preside at the meetings of the faculty and carry out its approved resolutions. 8. — In the event of failure of agreement in matters entrusted to the faculty, it is the duty of the president to give the deciding vote or to frame a modus operandi which shall stand until the close of the school year. 9. — It shall be the duty, also, of the president to guide the work of the graduating class in the study of pedagogy and to organize and conduct post-graduate classes as well as classes of parents in the same subjects. 10. — The school is to embrace the following 12 grades : I-II. — Kindergarten Pupils about 4 to 6 years III-V.— Primary " " 6 to 9 years VI-VIIL— Elementary " " 9 to 12 years IX-XII.— Advanced (H. S.) " " 12 to 16 vears 32 PROSPECTUS FOR THE NEW The whole schoolwork being considered one continuous growth, the distinction between the primary, elementary, etc., stages is really obsolete ; even the four advanced grades will do high school work on the "New Education" basis as far as prac- ticable. Teachers will differ as to the divisions. The plan includes special help hours, a class or classes (spe- cial, parental, ungraded) for pupils that need particular atten- tion, mothers' clubs, a post-graduate department, and 3 Normal organizations mentioned below. It is reported that about 700,000 persons in the United States- have been enrolled in the various correspondence and extension courses ; a proof that there is a large demand for such work. Normal "Work. — There shall be connected with this 12 grade- Model Advanced Common School a New Education Normal Department, a New Education Summer Normal Course, and a Correspondence Normal Extension Course for the purpose of training as quickly and in as great numbers- as possible devoted apostles able to introduce the improved sys- tem successfully elsewhere and to prevent or discourage charla- tanism. Depending upon the needs of the locality : Evening Classes may be established as one of the regular features of the Model School ; also a School Farm on which to conduct vacation courses in farm, garden and domestic work for all pupils, in successive relays, as far as feasible, except perhaps, if found advisable for very good reasons, those pupils whose parents or guardians guarantee to keep them under good and sufficient surveillance and educa- tional influence, and similarly occupied during vacations. Most children would be benefited if kept under school control during vacations as well as during school terms, because many if not most parents lack the time or ability or courage or conscience and self-abnegation, or all these, to guard the children when not at school. — It is evident that the Model School will give its pupils an excellent preparation for entering special commercial, trade, art and craft or technical schools. EDUCATION ADVANCED COMMON SCHOOL 33 APPENDIX B Courses of Study, Aims and Hethods, Correlation, Organic Growth. Course of Study. — Details of a course of study and work must "be left, more especially in the earlier years, to local environment, and, therefore, to the judgment of the faculties. In a large way, Tiowever, it will hold good that progress must inove on the part of the children's activities, from the symbolic playwork of the kindergarten to the inventive, productive and creative work of later years ; that in the beginning stress lies on these playwork activities as the natural stimulus of brain development and all study in its widest sense, while with advancing years this rela- tion is gradually inverted, the stress lying increasingly on ''study" as the stimulus of expanding purpose and achievement; that at first the mental attitude of the child is predominantly analytic and emerges gradually into a predominantly synthetic attitude ; that consequently, in the presentation of subjects of interest the teacher must be guided in the earlier years more by the needs of the pupil's psychological development and later on, by the requirements of logical sequence in the subjects of instruc- tion ; and that at every stage the various subjects of instruction should be co-ordinated and interrelated so as to constitute an organic w^hole and not a jumble of mutually unrelated fragments. Kindergarten and Primary Work. — In the kindergarten and iirst primary grades the playwork of the children clusters largely about the home and its expanding environment. Considerations of number, form, language and the rest are closely associated as incidents with the varying features of this playwork ; the child is intent on doing whole things ; making a box, building a house 34 PROSPECTUS FOR THE NEW or bridge, telling a story, singing a song, being a farmer or housewife, a carpenter or cook. In their number notions the chil- dren proceed from many to one ; in their form notion from shape to point: in language from the whole thot to the word and from this to its component sound elements. Thruout the work deals predominantly with whole social experience and whole social deeds; periods of individual drill in detached phases of skill are rare, and, even as they grow in frequency, short, to the point, more or less playful, and restricted to the school arts, such as counting, drawing, speaking, reading, etc. During all these activities the child should — thru opportunities for observa- tion — be allowed to develop the simplest conceptions of history, geography and all other phases of school work, the new educa- tional system requiring for each of them continuity and inter- relation thru all the grades, in order to make education a harmo- nious unitary growth. Elementary Grades. — The elementary period, however, very soon becomes predominantly the period of drill and practise, of more or less systematic grasp and control of the elements of things. This is the period of description and classification, of faithful reproduction, of careful mechanical work with hands and brains; yet also of the conscious use of hand and brain in achiev- ing carefully planned productive results. Drill exercises in the elements of arithmetic, form, in making things, in the language arts are in place, but also more or less systematic application of the knowledge and skill acquired in extending the scope of the pupil's interest and knowledge in matters of nature-study, geog- raphy, history, and reading (literature), chiefly for information and exploration, sparingly for mere amusement. Advanced. Grades. — The advanced period is given to scientific study and distinctly technical training, as well as to the develop- ment of inventive and creative fervor in art, in the application of knowledge and skill to practical purposes, in literary composi- tion and in other phases of deliberate self-expression and culture. While a course of study has been tentatively decided upon, its details and the selection and production of literary and other auxiliaries for each of the grades will have to be completed after EDUCATION ADVANCED COMMON SCHOOL 35 a careful study and comparison has been made by pedagogical practitioners of the courses hitherto established and work done in the most progressive and successful existing schools. The best of everything is to be selected and the possibilties of improve- ment are alvs^ays to be kept in view and developed. Some of our best authorities, teachers and directors of long practical experience in the "New Education" movement, have approved of this project. Repetitions in this paper will be found justified by the im- portance of emphasizing salient points. Some chapters referring mainly to the psychological aspects of the subject were partly re-written without change of essen- tial thot from my original draft by an educational writer of national repute who does not wish his name mentioned, and I finally modified them again to conform with my ideals, where I •considered it necessary. 36 PROSPECTUS FOR THE NEW APPENDIX C Co=operation of the Home and the Community (District) with the School. The school should be the center of intellectual and esthetic as well as educational life, the source of social life and enter- tainments of a higher order for the school district. All to be inspired and assisted in a c^uiet but persistent way by the teach- ers and their intercourse with the parents and other citizens of the district generally. The teachers should remain in touch with the parents, informing and advising them in regard to their children. The assembly or recreation hall should be at the disposal of the citizens of the district for all such efforts, without charge or at a very moderate rent, when not needed for the school ; as p. e. : 1. — Evening schools; parents' club meetings for the study of child culture; courses of lectures by the faculty, and by a few authorities on special subjects, illustrated by stereopticon views when feasible. 2. — Concerts, dramatic and other literary entertainments by or for the pupils. 3. — Meetings and public debates. Political and religious dis- cussions may have to be excluded until some time in the future when the higher culture of the people may have overcome par- tisan intolerance and all are solely intent upon finding the truth. 4. — Public library and reading room. 5. — Patriotic celebrations and other social gatherings and en- tertainments for the pupils or parents, or both. 6. — The playgrounds, gymnasium and swimming-tanks con- nected with every school should be available to all citizens of the EDUCATION ADVANCED COMMON SCHOOL 37 district at such time when not needed by the school, under certain necessary restrictions and rules as to fees, etc. 7. — The faculty and the parents should consider it a duty to meet at all such social and other public functions in order to cultivate mutual understanding, harmony and practical co-opera- tion ; the young men and women of the district should take pleas- ure in proving the value of their manual training and domestic science by volunteering work on such occasions. 8. — Each school-playground should be gradually well supplied with park seats near the trees, made by the pupils of the upper grades in their workshops, so that mothers with babes, convales- cents and, in fact, all decent inhabitants of the district may have the advantage of a small park near their home,w"here they can rest or promenade in shade or sunshine, and at the same time observe- the conduct of the school and pupils, thus co-operating, by their mere presence and proper conduct, in the maintenance of disci- pline and order, as well as the harmony between the home, the district community, and the school. Men and w^omen of leisure who are gardeners, carpenters, or skilled in any other trade or domestic work, can do much by their example to cultivate the love of work and the desire to create things of beauty and usefulness by offering to assist the teachers or other employes of the school in directing the work of the pupils in beautifying the grounds, constructing improvements, in laboratory work, decoration or other preparation for enter- tainments or celebrations of patriotic memorial days. — Excur- sions into the country, combining pleasure w4th nature-studies and other educational purposes, will always attract parents who are at leisure and contribute to the desired harmony. 9. — A printing outfit, to be eventually operated by pupils of the higher grades under direction, will aft'ord the means for dis- seminating information on an absolutely independent basis re- garding this school, the various phases of home and school educa- tion in general, relevant events and progressive movements ; also- for publishing a part of the manuals, text books, charts, syllabi, and other supplementary matter needed by the school. Thus the school will exert a beneficial influence thruout the country and aeelerate the process of educational re-organization. 38 PROSPECTUS FOR THE NEW 10. — It can be safely predicted, that as soon as our Model People's New Education Advanced Common School has completed its first 12 years' course and proved its value beyond doubt, or even much sooner, its plan will begin to be gradually adopted thruout the United States and thus become the source of a rapid and unprecedented advancement of the abilities and of the ele- vation of the civic qualities and personal character of the people, making the United States more and more distinctly the vanguard of the highest type of civilization and culture. Hints as to the Course of Study. — While the details of the course of studies and of lesson-plans for the Model School will have to be left to the president and faculty, I will here touch briefly one of the features. I assume that the school-time during the 12 years of the course will cover about 14,000 hours or at least 20,000 lesson-periods, divided approximately as follows: Beading, writing, spelling, language lessons, composition, English and World literature, rhetoric, prosody 3,000 Mathematical work, including geometry, algebra 2,000 History-geography group 1,200 Nature-study group 1,400 Ethical and civic groups (besides correlative work) 1,400 Physical culture including music, excursions, swimming, farming 3,000 Manu-cerebral training, including drawing, color-work, modeling and carving in clay and plaster, relief maps, globes, wood and other tool work, domestic arts, etc.. 2,000 Total hours 14,000 Teachers may differ as to the division of time. Specialists nearly always demand more than a reasonable share. (Special Manual Training Schools in the U. S. give about 1,440 hours to manual work in the full two years' course.) I venture to say that if a teacher undertaking the education of a normal child or even a class in the language group as above indicated had 3,000 hours to do it in, he would have to consider himself totally unfit if his pupil did not obtain at the age of 16 as much knowledge and at least as much power in the language branches as the average student attains at 18 years in the aver- EDUCATION ADVANCED COMMON SCHOOL 39^ age present high school. The same is true in respect to the time here allowed to the other branches of study. Comparatively Small Additional Expense. — The cost of all the public schools of a progressive city of the middle West for the year 1904 to 1905 was $923,729.22 of which for the kindergarten, primary and elementary grades $ 818.270.06 Add for two new grades (11th and 12th) 163,654.01 And higher salaries and incidentals in grades 9, 10, 11, 12 100,000.00 Total. $1,081,924.07 Less expense for high schools after their absorption 105,459.16 $976,464.91 This indicates that for an additional trifle of $50,000.00 or $1.25 per capita per annum the new system would give to 40,000 children now enrolled a high school education instead of only to less than 2,000, as in 1904-5, when a large number of the other 95 per cent, those who remained unemployed or at least without a definite object in life, were exposed to more or less degenera- tion during the crucial 15th and 16th years. Even if the addi- tional cost were several times the above, it would be small in vicAV of the results. "While in the said city the per capita cost of each high school student was reported to be only about $55.50, it ranges to over $100.00 in other cities; we may therefrom draw the conclusion that the introduction of the new system would in general cause only a moderate or no additional expense, and in some cases a considerable saving, yet bless 90 or 95 per cent of the pupils of the public schools instead of only 10 to 5 per cent with a high school education, and protect about 15 per cent, over 3,000,000 children in the TJ. S. from the probable dangers alluded to. Overcrowding of Classes. — All our educators have long com- plained of the unpardonable, almost criminal overcrowding of the classes; neither the old, nor the new system can attain its best results, unless the number of pupils in one class is reduced 40 PROSPECTUS FOR THE NEW SO that the individual needs of the children may receive due attention. This is a universally acknowledged fact, that should no longer be neglected. More schoolrooms are required almost everywhere; consequently m.ore teachers and larger appropria- tions, no matter what system is applied. Estimate for Endowment Needed. — The amounts of money needed to estal)li8h ;ind maintain the model People's New Educa- tion Advanced Common School, which may be named after the ■endower, are estimated approximately as follows : a. — For the necessary preparatory work, travel and other expenditures for the elaboration of a large number of new edu- cational auxiliaries, such as manuals, syllabi and charts for the -teachers, courses of study, lesson plans (few if any text books) ; plans for buildings, playgrounds, garden, farm, equipments, etc., which will probably occupy a number of experts and assistants about one year; including the printing, binding and introduction of a first edition of the said teachers' auxiliaries, $50,000.00. b. — For grounds, buildings and equipment, $300,000.00. This could possibly be obtained from an intelligent commu- nity, but such a political relation would probably jeopardize the independence of the pedagogical Board of Regents. c. — An absolutely reliable endowment securing for the main- tenance of the model school and its adjuncts a safe annual income for at least 24 years, of not less than $60,000.00. The maintenance of the advanced State Normal School at Milwaukee (which hitherto had no park, gardens, vacation farm and swimming tank) costs about $50,000.00 per year, showing the above estimate to be quite reliable. It would be very desirable to begin the preparatory work im- mediately as soon as the $50,000.00 needed for it are available. Its results before many months have elapsed would prove much that cannot easily be explained in words. Tl^e large series of teachers' auxiliaries will be of great value and help to any of the 500,000 teachers in the United States who have the laudable ambition to improve the quality of their edu- cational work under their old system. Text books for children can be made valuable implements of -selfhelp if not abused for parrot drilling. An able teacher can EDUCATION ADVANCED COMMON SCHOOL 41 do good work with almost any text book for use by the pupils, and even without any text book. But the contemplated manuals and charts to be elaborated for use by the teachers on an entirely new plan which cannot be divulged at this time, will save a large amount of time and perplexity, help to make school Avork more enjoyable for both pupils and teachers, and will be indispensable to carry out those requirements of true education which have hitherto been almost entirely neglected, tho they are of the first importance. At the Wisconsin Teachers' convention held at Milwaukee in November, 1907, Prof. Conrad Patzer, Supervisor of Practice at the State Normal School, an educator of a wide range of experi- ence, during his valuable discourse deplored that no systematic attempt had ever been made to carry out a thoro scheme of cor- relation; and his successor. Prof. Hile, dwelt mainly on the equally deplorable absence of continuity. But my observations made in the kindergarten of the German-English Academy in 1872 to 1874 led me to tell a promnient principal of national repu- tation in 1874-75 that I considered the correlation and continuity of the school subjects, for all of which the simplest foundations are laid in every good kindergarten, an irrepressible demand for the whole range of grade-work in the common schools, including to a modified degree the high school work. — Again, during the campaign of the Milwaukee Manual Training Society, 25 years later, in 1898 and 1899, I presented at the meetings my plans and arguments for a thoro system of interrelation and continuity in a number of papers and a full-page chart published in the "Milwaukee Sentinel"; also a detailed plan for a rational and effective way to a successful introduction of this "new educa- tional'' improvement: the training of all the teachers of the city system for this reorganization. ]\Iuch of this work received rec- ognition from the school board thru publication in its bulletin^ but the plan was defeated at the decisive meeting by a political trick, tho it was known that the lamented Col. Francis Parker- had endorsed it in general. And now, 33 years after my first proposition, 9 years after- Col. Parker's endorsement and the agitation of the Manual Training Society, this "surely coming" great engine of educa- 42 PROSPECTUS FOR THE NEW tional advancement and national civic uplift is still being studi- ously left out in the cold weather, not only by the Milwaukee public school system, but by the great Wisconsin Teachers' Asso- -ciation and the greater National Educational Association, all of whom have had their attention directed to it thru prominent members or committees. This does not impress one as an exam- ple of the American spirit of progress that our educators should give the growing generation. Wisconsin is one of the states of the Union small in popvila- tion, but rich in glory. It is particularly the "Pioneer State" in rational education. It is probable that 50 of its wealthiest citi- zens would be found ivilling to contribute toward the endowment of the Model School proportionately to their worldly possessions, i. e., $500 to $12,000 each, once for the equipment, and $100 to $2,400 each annually for about 24 years, — if a committee of prom- inent educators or other persons of influence, or a generous sub- scriber, should take the matter in hand. A single day's work in -one of the elegant clubs in one of the large cities of the United States might realize this endowment. What prominent man or woman will take the lead and win imperishable gratitude from the people? If Wisconsin, which earned the title of "Banner State of Rational Education" in 1850-51, again in 1870-73, then in 1877 to 1881, misses its opportunity to renew and fortify its claim to that distinction by establishing the proposed "Model School" protected against political and other detrimental influences by private endowment, some other state will probably wrest from it that glorious banner. All human endeavors and achievements are imperfect, there- fore susceptible of improvement and development. My project must submit to this law. But none of the educational practition- ers who gave it their attention has, in the year and a half since it was made public, presented any objections to its essential propositions. One of these, which is of groat pra;tical, tho less principial iimportance for the cause, is now befov'e the Congress of 'the •United States ns the Stephenson Bill, S. 7228, A^^hich has for' its EDUCATION ADVANCED COMMON SCHOOL 43 object the creation of an ''Executive Depg^rtment of Education" as herein advocated. It is therefore to be hoped that educational associations and conventions in the United States will now act upon this one phase of the plan and also take the whole into consideration. Feeling certain of first class professional co-operation, I think the preliminary work for the model school can be commenced at any time as soon as the funds are available, and excellent results may be counted on, because the best of the profession will take -pleasure and pride in assisting. The Endowment a Monument. — In conclusion I express once more the fervent hope that the perusal of these papers may move some wholesouled, broadminded philanthropist and promoter of enlightenment to supply the means wherewith to carry out this plan for the rapid and ideal advancement of our nation, which would become a lasting monument to his grand and genuine ■patriotism in the hearts of his countrymen ! CHARLES H. DOERFLINGER. 44 PROSPECTUS FOE THE NEW To Friends of Educational Advancement : If you agree with the following resolutions, please offer them or have them offered for adoption at local, state and national educational and patriotic conventions; also the enclosed petition. Whereas, The spirit of the educational as well as the popular press, and of the State and National conventions of public school teachers indi- cates that the profession, intelligent citizenship and dutiful parenthood recognize many insufficiencies and some serious defects in the organiza- tion of the nation's educational work, and demand the application of the proper material and pedagogic remedies; Whereas. C. H. Doerflinger's booklet "Synopsis" presents in very concise form a comprehensive and practical plan for the reorganization of the Amei'ican Public School System on the lines of the " new educational" principles, methods, aims and practices that have long been advocated by the great pedagogical pathfinders and further evolved by recent psycho- physiological research, but which have not yet been consistently carried out by any government as a unitary organic whole under objective, devel- oping and correlative methods ; Whereas, the practical demonstration and exemplification of this ideal system under condiiions excluding all political, denommational and other extraneous influences as well as wild experimentation may be ex- pected to be of extraordinary value not only to the pupils, teachers and communities directly interested, but also, and in a larger way to the whole profession, to normal schools, and to school boards of all levels from the town to the university; Whereas, ijie y)roposed rational system offers a complete and direct solution of this grave question : " What shall we do to save from entire or partial degeneration the three million children 14, 15 and 16 years of age who are gradually being excluded by law or usage from industrial employ- ment and thus cast upon the mercy of the streets ?", as well as of many toher problems, and ought to be given a fair trial ; EDUCATION ADVANCED COMMON SCHOOL 45 Be it Resolved, that this convention of the endor'^es in essentials Mr Doerflinget's proposition that a ■" People's New Education Advanced Common School " be established and maintained in order that it may he judged by its fruits and if suc- cessful, be taken as a model, and become a powerUil means of civic up- lifting of our whole people, which the searchlight of great characters at the helm of our ship of state has shown to be not only desirable but neces- sary for the welfare of our Republic, the hope ot the nations ; Resolved^ that the patriotic and wisely humanitarian possessors of great wealth in the United States who are interested in the cause of edu- cational advancement, the greatest of all causes, be invited to endow a Model School such as Mr. Doerflinger has described, and supply at the earliest moment convenient, the capital — a comparatively small sum — required for the auxiliaries needed in applying tlie new system as planned by Mr. Doerflinger, which auxiliaries will be of great value even for all schools and teachers working under the system now in vogue and thus will help to prepare the New Era even before the First Model School shall have finished its first twelve years' course and achieved its full results ; Resolved, that this convention recommend emphactically that the Senate and House of Representatives of the United States enact the Stephenson Bill, known as S. 7228, introduced by Senator Isaac Stephen- son of Wisconsin, which bill proposes the creation of an Executive De- 'oartment of Education with representation in the Presidential Cabinet. 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Founded at Milwaukee, Wisconsin, in 1851 AND THE National German - American Teachers' Seminary (Normal School). Founded in 1878 by the Ger.-Amer. Lehrerbund Both institutions are based on the rational objective and developing principles and methods introduced here nearly tiO years ago. They Will Open for 1908-1909, Monday, September 14, 8 A. M. For cataldgs oftbese institutions tind other informali( n concerning them plewse apply to MAX GRIEBSCH, Director 358-568 Bioadway, MILWAUKEE, WISCONSIN q 1i B o H Q o :! ^ 1!^ h^ en B i 5 © .' I- K ? 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