III. THE MODERN PERIOD: EDUCATION IN A DEMOCRACY

What does the modern American school system include?

The American public school system of today is indeed a great institution. This institution includes educational activities carried on at all levels, preschool, kindergarten, elementary, secondary, college, and postgraduate. In addition to the general classes of educational levels mentioned, there are such specialized types of education as the vocational, the work in the Civilian Conservation Corps camps, National Youth Administration, Work Projects Administration, adult education, and certain kinds of higher education. The American people have become education-conscious. They provide at public expense educational opportunities at all age levels. The people of the United States should be a literate people.

There are today (1941) 20,707,000 children in grades 1 through 8; 7,334,000 students in high schools. In these schools, the curricula are broad and interesting, covering such activities as book study and appreciation, speech training, dramatics and art, music, social studies, sciences, languages, physical education, health, radio, assembly programs, in addition to the formal subjects which have always been included. Subjects are now presented with regard to individual needs. Children have opportunities for developing such talents as they have. On the high school level, students may have both general education and specialized education. Students in high school today may follow lines of general and vocational training. While in the high school the individual may learn a trade and be fitted for making his living. Instead of serving an apprenticeship as the boy of colonial days did in preparing himself to earn a living, the boy of today may get such education in high school. Girls have similar advantages. Special schools have been provided for handicapped children-the hard-of-hearing, the crippled, the blind or nearly blind, and others. But the American people have not stopped at providing education for elementary and secondary levels; they have provided for educational activities at the college and university levels. Both public and private colleges serve the people of the United States.

Jones, Olga, and others. Education in the United States of America. Washington, U. S. Government Printing Office, 1939. (U. S. Office of Education, Bulletin 1939, Misc. No. 3.)

Of recent years it has seemed advisable to provide special types of education for boys in Civilian Conservation Corps camps, for young people who wish to go to high school and college on the National Youth Administration plan, and for adults having leisure time on their hands as a result of the economic depression. There are, then, special kinds of educational programs for both young and old who wish to learn.

The public programs of education are supported and administered by the Federal Government, State governments, and local groups working in cooperation. Schools are supported by various kinds of taxes. The administration of all the schools is so extensive a program that it amounts to what is often called the "biggest business enterprise in America." The total expenditure for public schools in the United States in 1937-38 was $2,529,544,496.

There is in the United States a Federal Office of Education which gives guidance and assistance in educational matters.2

What is the work of the U. S. Office of Education?

The U. S. Office of Education, which represents the Federal Government in educational matters throughout the Nation, was established by an act of Congress in 1867, the need for such an agency having been felt by the people even earlier in the country's history. Its purpose, as stated, has been to collect facts and statistics showing the condition and progress of education in the Nation and to send out such information about the management and organization of the various schools as would aid the people in establishing and maintaining efficient school systems. Administered by a Commissioner of Education it became, in 1869, an office in the United States Department of the Interior, but was changed in 1939 to the status of an organization in the Federal Security Agency. In 1929 the position of Assistant Commissioner was established by law, and appointment was made in the same year. The Director of the Federal Board for Vocational Education became Assistant Commissioner for Vocational Education after the merger of the functions of that Board with the Office of Education in 1933.

The U. S. Office of Education serves the people and the cause of education in the United States in a multitude of ways. It keeps in touch with the latest trends in education and makes it possible for the public and the schools to use this knowledge for the improvement and extension of education throughout the country.

Among the great number of valuable contributions of the Office are: The promotion of health and safety of school children and teachers through research and consultation; guidance for pupils in the selection of vocations, courses, and school programs; research in tests and measurements; surveys of colleges and universities for the use of the

2 Ibid., p. 55.

public; studies of the various school systems and reports concerning these; information about education in foreign countries and assistance for foreign students or Americans studying abroad; aid in the education of exceptional children, Negroes, and other minority groups; statistical information about schools and advice concerning school records and reports; radio publications and exhibits for the promotion of education by radio; distribution of publications growing out of the research and activities of the Office; publication of SCHOOL LIFE, official journal of the U. S. Office of Education, which presents information and reports on developments in the field of education; the Office of Education Library and the Library Service Division which serve persons desiring information, answer reference questions, provide interlibrary loans, and aid in the extension and development of library service.

In the field of vocational education, aid and consultative service is given on employee-employer relations; public service training; curriculum problems; and vocational training programs in agriculture, homee conomics, trade, industrial, and business education. The Office offers guidance and information about occupations, carries on research and compiles reports in the field of vocational education, helps the several States in planning programs for aiding disabled persons to prepare for employment, gives information and aid to those who want to organize public forums and discussion groups, and serves in an advisory capacity to the Secretary of War on all matters affecting education in the Civilian Conservation Corps, not only in formal academic subjects, but in vocational as well.

From this partial list of activities the vital and important part the U. S. Office of Education is playing in the development of education in the United States can readily be seen.

Certain of the educational opportunities to be found in the American system of education will be described in the sections of this bulletin which follow.

What schools are there today for children under the age of 6?

Pre-school education has been said to be a fad for mothers who want to simplify their jobs. Pre-school education, however, is as old as the human race. There used to be large families and many things to do at home which helped to train children; but now there are so many "only children" and so many living in cities that if they are brought up in the home alone, they haven't playmates or a good place to play. It was once believed that a child's education began at 6, but now psychologists have proved that training during the first 6 years is the most important.

The first requirements for a modern nursery school are a trained teacher and enough play space. The teacher keeps important records

Primary children in a 1941 classroom.

of how each child grows, and works with parents as well as with children.

Outside, the children should have a large yard with a garden and a fish pond for nature study, apparatus for climbing, balancing, swinging, pushing, and pulling. Inside, the atmosphere should be like the home; but the equipment should be child-size. There should be draperies and curtains at the windows, a piano, small tables and chairs, and an individual locker for each child. There should be supplies and play clothes; and folded cots in the corner which the children could take down during their rest period. Small equipment should include toys, building-blocks, and furnished doll house, a toy store, and dolls. For nature study, birds, fish, and animals may be kept. For art work, crayons, paint, wood, nails, hammers, paper, and yarn should be on hand.

From the nursery school, the child goes to the kindergarten. The day begins, as in the nursery school, with no bell, but on the arrival of the small children with their parents or with older children any time. from 8:30 to 9:00 A. M. The parent may be a little disappointed in the school and teacher at first when she sees the great amount of informality. When the child comes in, he is greeted by the teacher and she expects no certain answer. Some days, a child may come in and may not greet anyone; and other days he may spend 5 minutes talking to the teacher. The modern teacher thinks the important thing is for the child to get busy at something in which he is interested. He may look at a book or pictures; may learn new words; may make things out of wood, clay, paper; help with the care of plants. and animals; play in a different way than at home; or try out the new toys. The main thing is to have him happy before the day really

starts.

In the kindergarten the children learn how to get along with other children. They have creative periods; work periods; play periods; music, dancing, and literature classes. After the work period they have a group meeting in which to criticize their work. While they are still in this group, the teacher may tell a story or the children may sing. Often the teacher will take the children on excursions to parks, farms, zoos, the beach, or other places of community interest.

The chief value of the kindergarten to the child lies in the experiences that make him ready for learning in the later grades. A study of grades and ratings of 88 first-grade children showed that those who had had kindergarten training were decidedly superior to children. who had not had such training, both in regard to their progress in school work and in ability to get along with others. About one child in every four children of kindergarten age attends a public-school kindergarten.