Magill, Hugh S.

English

James Madison University

284 THE VIRGINIA TEACHER [Vol. II, No. 11 of America; Hhursday, Imimigration; Friday, Naturalization. THINGS TO BE EMPHASIZED In every possible way the public's atten- tion should be centered on educational prob- lems: the need of better buildings, libraries and equipment, playgrounds; better attend- ance; better-paid teachers; longer school term; better vocational education; better understanding of the form and fundamental principles of our government and better and universal use of the English language. Special emphasis should be placed on the singing of patriotic songs, salutes to the flag, and short, interesting accounts of essential facts in American history. MEETINGS AND SUBJECTS There Should be day and evening meet- ings in the schools and possibly one or more great public meetings for the whole commun- ity under the auspices of the Legion with other organizations co-operating. The weekly meeting of such organizations as the Rotary, Kiwanis, Lion, and Women's Clubs should be devoted to the attainment of the objects and purposes of AMERICAN EDUCATION WEEK. Before meetings of taxpayers and patrons of the schools, the principals and teachers Should give summaries and demonstrations of wlhat a modern school does; how the teaching ot writing, reading, and arithmetic have been revolutionized; how health and physical de- velopment of the pupils are cared for; how the coming citizens are given knowledge of their rights and responsibilities, and how they are trained in the exercise of these rights and in the discharge of their duties through the organization of the school, through classroom exercises, and through children's clubs. Pro- grams, pageants, and exhibits should be held in all schools. Parents must be attracted to these meetings and exhibits. Pupils may make posters, four-minute speeches, write slogans, visit court-houses, business houses, parks, and public libraries to learn first hand more about what the gov- ernment does for its citizens. Patriotic music should be sung and played and the meaning of the American flag taught and the flag honored. Members of the American Legion and others should be invited to speak at meet- ings held in the schools and in the community. The following topics are suggested for speeches at general meetings: 1. American ideals and Americanism. 2. National contributions to our immi- grant citizens—awaken in the various races among us pride in our country and its gov- ernment. 3. American patriotism—wear the flag in your heart, as well as in your buttonhole. Celebrate the deeds of great civil as well as military heroes. 4. The School and the Nation. 5. Education, the greatest investment for Community, State, and Nation. 6. How education may be promoted. 7. The communities' responsibility toward the school. VI QUOTATION EDUCATION AND THE FEDERAL GOVERNMENT The activities of the Federal Government with respect to education at the present time are scattered and unrelated. The Bureau of Education occupies a subordinate position in the Department of the Interior; the Federal Board for Vocational Education, a semi-in- dependent organization, administers Federal aid for industrial education and home eco- nomics; and other educational activities of the Government are administered by several different departments. That there should be a reorganization and co-ordination of these activities is universally accepted. The primary argument for a Department of Education is the manifest need for an ade- quate and comprehensive plan of co-operation between the Federal Government and the States for the promotion of public education, based on the following generally accepted facts: {a) that the conduct of public educa- tion is a State function, each State being pri- marily responsible for the support and man- agement of its public schools; (h) that the pri- mary purpose of education from the stand- point of the State and Nation is to develop good citizens; (c) that a citizenship, physi- cally, intellectually, and morally sound is essential to the life and prosperity pf our Republic since a government of the people can be no stronger than the composite citizen- ship of which it is composed; {d) that the privileges and responsibilities of American citizenship are not affected by State bound- Novembee, 1921] THE VIRGINIA TEACHER aries; (e) that whatever tends to elevate and strengthen the citizenship of any State pro- motes the welfare of the entire country; (/) that any weakness or disorder in any State subtracts from the general health and security of the Nation; {g) that to neglect the proper training of any considerable portion of the future citizens of our country is to endanger the future of our Nation as a whole; {h) and, therefore, that it becomes the imperative duty of the Federal Government to encourage and promote education in all the States to the end that every American child shall have an opportunity for the fullest physical and intel- lectual development of which he is capable, thereby conserving and developing the human resources of the Nation. The Towner-Sterling bill, now before Congress, creates a Department of Education, and provides for co-operation with the States in the training and development of the future citizens of the Nation without encroaching upon the rights and prerogatives of the States. It provides that the department shall conduct studies and investigations in the field of edu- cation, and that research shall be undertaken in illiteracy; immigrant education; public school education, with special reference to rural education; physical education, Which Shall include health education, recreation, and sanitation; the preparation and supply of com- petent teachers for the public schools; high- er education; and in such other fields as the Secretary of Education may think necessary. Such a department would be of great assist- ance in the solution of complex problems in public education which are common to all the States. It would be far more economical for the Federal Government to carry on ex- tensive investigations in the field of education through a Department of Education, and re- port thereon to the States, as is now done in the field of agriculture through the Depart- ment of Agriculture, than for each State to make independent investigations. The Towner-Sterling bill clearly recog- nizes the supremacy of the State with respect to the control of public education, and also recognizes the legally constituted educational authority of each State. That there may be the most effective co-operation between the States and the Nation, there is established a National Council on Education of which the State superintendent or commissioner of education of each State shall be an ex-officio member, together with twenty-five prominent educators representing the different interests in education, and twenty-five citizens not ed- ucators, to be appointed by the Secretary of Education, "to consult and advise with the Secretary of Education on subjects relating to the promotion and development of education in the United States." This Council will give the Secretary of Education the benefit of the advice of the leaders of education in all the States and provide an effective means of disseminating suggestions for the improve- ment of education based upon the results of the research and investigation carried on by the Federal Department, and the recommenda- tion of the Council. An important feature of the Towner- Sterling bill is the authorization of appropri- ations by the Federal Government to assist the States in the removal of illiteracy, in the Americanization of foreigners, in physical education, in the training of teachers, and in the equalization of educational opportunities. A certa'n amount, "or so much thereof as may be necessary," is authorized for such purposes, but as all appropriations must be made an- nually, Congress would have to determine each year the amounts that would be appropriated for each of the purposes mentioned. A com- prehensive plan of co-operation between the National Gbvemraent and the States is pro- posed which leaves the management of public education absolutely under State control. The principle of Federal aid to education was approved by President Harding in a state- ment made by him on October i, 1920, in which he said: The Federal Government has estab- lished the precedent of promoting education. It has made liberal grants of land and money for the establishment and support of colleges of agriculture and mechanic arts, and in more recent years has made appropriations for vo- cational education and household arts. "Without inlterfering in any way with the control and management of public education by the States, 'the Federal Government should extend aid to the States for the promotion of physical education, the Americanization of the foreign-born, the eradication of illiter- acy, the better training of teachers, and for promoting free educational oppor- tunities for ail the children of all the people. It is the universal opinion of those who have given the subject careful study that in 286 THE VIRGINIA TEACHER [Vol.. II, No. 11 order that the Federal Government may per- form its proper function in the promotion of education in the States, the Department at Washington must be given such dignity and prominence as will attract public recognition, and that it must be under such leadership as will command the respect and confidence of educational forces of the country. This is absolutely essential. Anything less will mean failure. The authority of the Federal Gov- ernment in the promotion of public educa- tioti can not and should not be made manda- tory, but must be exercised through the per- suasive influence of facts and suggestions emanating from a source of recognized lead- ership. It is too much to expect the public to accept the educational leadership of an under-secretary, or bureau chief, who is not allowed to express an opinion on any public question without first obtaining permission from the head of the department, and Whose salary is far below what is regarded as fair compensation for persons of recognized National leadership. The experiences of the past fifty years have demonstrated the futility of such an arrangement. The educational leader of the Nation, because of the paramount importance of education, must hold an out- standing position, wtih pdwers and responsi- bilities clearly defined, and subordinate to no one except the President. DISCUSSION OF THE QUESTION The importance of education from the National standpoint and the necessity for its encouragement and promotion by the Federal Government have been advocated by American statesmen since the founding of our Nation. Washington declared that since the structure of our government gives force to public opinion it is essential that public opinion be enlightened, and he urged pro- motion of education by the Nation as a mat- tdr of "primary importance).'' This senfti- ment has been repeatedly expressed by other great statesmen. Horace Mann declared that, "In our country no man is worthy the honorable name of statesman who does not include the highest practical education of the people in all his plans of administration." The first bill for a Department of Education was introduced in the House of Representa- tives in 1866 by Jamles A. Garfield and ear- nestly supported in the Senate by Charles Sumner. During i(he past 'fifty vears the leaders in public education have continually urged that the Nation should assume its re- sponsibility for co-operation with the States in the promotion of education, and through all these years the movement has been violently opposed by the ancient enemies of public ed- ucation. A condition recognized as unsatis- factory has been permitted to continue, the Government failing to establish any fixed policy with respect to the promotion of edu- cation in the States. Finally the war revealed to the American people startling facts regarding conditions which seriously impair the strength and secur- ity of our Nation. We were astonished to find that one-fourth of the young men called to the colors were practically illiterate; that one-third were physically unfit for full mili- tary service, due in a large measure to a lack of proper training; that we are failing to Americanize and assimilate the vast number of foreign-born who are coming to our shores; and that millions of American-born children have little or no opportunity for proper physi- cal and intellectual development. As a re- sult of these disclosures the American people have become thoroughly aroused to the im- portance of more effective co-operation on the part of the Federal Government with the States for the betterment of educational con- ditions throughout the Nation. Those who suggest that education is not of sufficient im- portance and scope from the National stand- point to justify the creation of a Department of Education fail to comprehend the tremen- dously important service which the Federal Government could thereby render the States. They also fail to grasp the impelling fact that the public-school system is the only in- stitution belonging to all the people which can be used to develop a strong, healthy, intelligent citizenship, capable of understand- ing, defending, and perpetuating our Ameri- can institutions. The Towner-Sterling bill creating a De- partment of Education is the result of years of thoughtful deliberation by the leaders in public education throughout the Nation. In its preparation and revision every State super- intendent or commissioner of education was consulted, together with hundreds whose opinions on questions of public education are deserving of consideration' The bill was not hastily drawn, but is the result of prolonged and intense study. In essentially its present form it was reported favorably by the Com- mittee on Education of both Senate and House November, 1921] THE VIRGINIA TEACHER 287 of the Sixty-sixth Congress. In the prepara- tion of the bill creating a Department of Public Welfare with education as one of its subdivisions, the educational leaders of the country were not consulted and the bill was hastily prepared in a few weeks. Its spon- sors are friendly to the promotion of public education, but the bill reveals a failure to comprehend many of the most fundamental principles involved in the solution of present- day educational problems. At the hearing held on the bill it was brought out that while the friends of education were not opposed to the creation of a Department of Public Wel- fare, there was an overwhelming sentiment throughout the country in opposition to the submerging of education in the proposed de- partment. This opposition came not from educators only, but from the friends of edu- cation everywhere. On the other hand, the enemies of public education let it be known that they would be quite satisfied to have edu- cation submerged in the proposed Department of Public Welfare. The question has now become a National Action upon it cannot longer be de- issue. layed. The people will insist that every member of Congress Shall declare his position on the subject. Friends of public education believe that the issues involved are of the most serious import to the Nation. The policy of the Federal Government with respect to the promotion and encouragement of public edu- cation in the States hinges upon the action to be taken. The great National organizations supporting the Towner-Sterling bill, repre- senting millions of intelligent citizens, make their appeal to Congress with confidence that this question will be settled in such a manner as to insure the increasing development throughout the United States of a strong, in- telligent, patriotic American citizenship. Hugh S. Magill, Field Secretary National Education Associ- ation. VII VIRGINIA EDUCATIONAL CONFER- ENCE, NOVEMBER 22-26 PROGRAM TUESDAY, NOVEMBER 22, 1921 All-day session of the Board of Directors of The State Teachers Association, beginning at 9 A. M.—Parlors Murphy's Hotel. 1 to 2 P. M.,—iLuncheon for the Board of Dirertors. 2 to 5 P. M Conference of Division Super- intendents, Senate Ohamiber, Capitol Building, G. L. H. Johnson, presiding. Theme: The Rural School The following subjects will be discussed, twenty minutes being devoted to each, or as much, thereof as may be necessary. In each case a speaker has been chosen to discuss the subject briefly and then direct round-table discussion. I. Essential Factors of a Standard Rural School, Supt. H. L. Harris, James City County. II. The Equitable Distribution of Standard and Special School Funds, Hon Harris Hart, State Superintondent; Supt. E. L. Darst, Pu- laski County. IIIv Methods of Asslstling Rural Teach- ers in the Classification of Pupils and in the Making of Dally Programs, Supt. A. L. Ben- nett, Albemarle County. IV. Methods of Conducting Examinations and Tests in Rural Schools—The Question of Uniformity and Efflciency, Supt. W. R. Wrig- glesworth, Nottaway County. V. How to Secure an Adequate Supply of Text-Books When Needed, Secretary J. N. Hillman, State Board of Education. VI. (a) Length of Time Devoted to Ex- aminations in Elementary and High Schools, and (b) the Value Given to Examinations, Recitations, and Tests in Determining Class Standing, Supt. D. E. McQuilkin, Roanoke City. VII. A Practical and Effective Program of Supervised Instruction in Rural Schools, Supt. J. J. Kelly, Wise County. VIII. The Content and Form of a Usable Course of Study for Rural Schools, Supt. A. C. Cooper, Henrlco County. IX. Business Session. 2 to 5 P. M.—Meeting of Trustees Associ- ation, Auditorium Mechanics Institute, Elev- enth and Broad Streets, M. P. McGehee pre- siding. I. The Preparation of Elementary Teach- ers, Hon. Harris Hart, Superintendent of Public Instruction. II. The County as the Unit of Adminis- tration, Mr. W. A. McShea, Arlington County. 8:15 P. M.—Joint Meeting of Division Sup- erintendenlts and Trustees, Auditorium John Marshall High School, G. L. H. Johnson, pre- siding. I. The County Unit: (a) The County as the Unit of Administration, Hon. Harris Hart, State Superintendent; (b) The County as the Unit of Financial Support—a Comparison Be- tween That and the Present Dual System of Gounty and District Support,. Supt. James Hurst, Norfolk County. II. What Part of the Total Cost of Edu- cation Should be Borne by the State Under a Compulsory Attendance Law? Supt. F. M Martin, Petersburg City. III. Should the Financlail Support of Both County and City Schools be on a Rate or Ap- propriation Basis? Supt. H. A. Hunt, Ports- 

Quotation: Education and the Federal Government

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Quotation: Education and the Federal Government

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