CHAPTER VII

THE SCHOOL OF TO-MORROW

FROM the foregoing, if the argument is sound, it follows that the American school of to-morrow must take into account the whole adolescent life of the pupil. Its primary aim is to promote his or her best growth as an individual in the community; and it must shape its work, no matter how extreme the changes involved, to realize as nearly as possible this large aim. In discussing the problems relating to the teacher, the curriculum, and such other questions, we must constantly bear in mind that they are not isolated problems, but part of a larger problem -the pupil's whole life.

One of the most conspicuous features of modern educators, as contrasted with those of yesterday, is that they are beginning clearly to recognize that the education of their pupils not only implies an organized scheme of mental, physical, and moral training, but takes into account, as well, the vague, unorganized edu

cation which the pupil picks up outside of school. It is not quite fair, perhaps, to point out that a pupil spends over 50 per cent. of his daily waking hours away from school, for an hour of directed activity has more formative value than an hour of haphazard activity; but when the long vacations are considered, it is within bounds to say that the education derived outside of school is as important in determining the pupil's growth as the education derived at school. For the majority of our secondary pupils the old days of home chores have passed; they find much free time in which to do what they like. Excessive athletics, "movies," street idleness, and secret societies claim far too great a proportion of their attention.

It may be that the school is not responsible for the pupil after he leaves its precincts—this is at present a debated question-but if the potent outside education, of the home or of the street, runs counter to the school work and so renders that work futile, the school is only just holding its own; while, if the outside life may be turned into channels that will benefit the school work, authorities must obviously attempt to influence outside life even if they do not stand responsible.

Various ways of effecting such influence have been suggested. "The solution of this whole problem," says one writer, "undoubtedly lies in the enlargement of the activities of the school. Several schools have wisely provided for the organization, under the sanction of the school itself, of a great deal of outside work. In some cases this work is very closely allied to school work. Thus boys are given supervision and credit for gardening, and even for more ambitious agricultural work. Students who have some talent for music are encouraged to take music at home or in voluntary after-school classes. The publication of a school paper, the continuation of shop-work after regular school hours, the opening of a school study room in the evening are all forms of outside activity which are promoted with success at different centres. Another suggestion is the extension of the school into an all-year institution. Still another is that pupils should be required to do more work, so that practically all their time will be filled.

None of these suggestions is quite adequate. All of them, especially the last two, emphasize

*C. H. Judd, Chap. V in Report of the Commissioner of Education,

1913.

control rather than stimulus; they forget that a growing child must be left to its own devices for a large part of each day; they tend to institutionalize the individual. The defect may be readily observed in those boarding-schools where the boy is under close supervision every minute of the day. It would seem more important for the school to exert its surplus energies in bringing the home to a realization of its responsibilities. In this connection the public school may take a leaf from the private school; for friendly and effective coöperation between the home and the private school, though not universal, is fairly common. The task is far greater in a large public institution, but it is of paramount importance.

Thanks to a fourth suggestion, moreover, the task is not quite so Utopian as it sounds. The parent is usually willing, but does not know what to do.. If the school curriculum, however, gives the pupil stimulating "leads,' many children, if not all, will find useful interests. It may be helpful sometimes for the school to supervise and give credit for accomplishment in following out these interests, but it is essential that the majority of boys and girls should learn to develop a wise use of their free time without

an eye constantly fixed on emulation and reward. Too close supervision and appraisal, moreover, tend to prescribe too narrow limits; the teacher, by his very maturity, cannot always appreciate the value of apparently meaningless play. He should be contented if the child in its outside activities is interested, busy, out of mischief and vice, and showing in its regular work normal signs of growth. Close touch with the child's parents will inform him better than graded "results." His part, besides keeping in touch with the home, is to provide a curriculum which gives sufficient "leads." If he worries too much about loose ends, about a stray wasted minute, he runs the danger of regulating the whole time and so, in the end, wasting all the minutes.

We must realize, then, the strong obligation ✓ of the school, not to organize the pupil's free time, but to organize his school work in such a way that it will invade his free time. The first problem before us, therefore, is to inquire what such an organization may be.

First of all, there should be in our public education a continuous system, well articulated and running from the primary school through the university. By it a great amount of waste may