The following text may have been generated by Optical Character Recognition, with varying degrees of accuracy. Reader beware!

B § PAGE SIX EDUCATION WEEK OBSERVED LOCALLY part by making the college recomâ€" mmmthn?;&:: mark. It requires a grade â€" to pass; it requires at least 70% to ‘secure a certificate of reco dation. : Another helpful is that Deerfieldâ€"Shields has not abanâ€" doned examinations. Mental ability tests are given every year to deâ€" termine the intellectual maturity of the students. zt:wotkhmdedw the ability of average. Achieveâ€" ment tests at regular intervals in every class keep the work on a plane such that the better than 70% stuâ€" dent is practically assured of sucâ€" cess in college work. E: There are new achievement tests by which the progress‘of a student or a class in a given: subject may be compared with that of the average for the country at large. In the school surveys these tests often prove a surprise. A few years ago the people of Salt Lake City were conâ€" vinced that their schools were not ateachihg effectively the tRHree R‘s. They had a survey made under the direction of Professor P od ‘Cubâ€" berly _of ‘Stanford University. The survey revealed beyond shadow of a doubt that the children were considâ€" erably better grounded in the three _ R‘s than were the children in the avâ€" erage schools of this countty. Parents often make the mistake of wishing.to keep their children in classes beyond the child‘s maâ€" turity.. The Terman group t givâ€" en ‘last year‘s entering at the high school shows that over 40% of the children were less than 14 years old in intellectual maturity,â€" Many of these gro below : 14; some have reached 15, and a few .16 mn in chronological age. Others in class had reached ‘a mental age og 15, 16, and even 17 years though less than 15 chronologically. Experience shows that the high school Latin and algebra can be ‘done only with the greatest effort by children under 14 in mental maturity, whatever may be | their chronological age. When tz‘ ability is that of a 12â€"yearâ€"old , these subjects are practicably impossible. When able students fail, it is for want of industry. ; P By examining thomndsi of stuâ€" dents <a mental norm or average has been atrrived at. Thus it has been found that at 12 years 3 months the average child makes a score of 55 in the Terman test of 1 abilâ€" ity; at 14 years 1 month he sk 95 : at 15 years 1 month, 115; at 16 years 135; at 17,. 160; at 18, 180; at 19, 200; and at 19 years 9 hs, 215. The tests given to first stuâ€" dents at Deerfieldâ€"Shields last year ran from 36, in the case w girl who entered the high * at 18 years, to 187, in the case a boy who entered at the same Needâ€" less to say, the girl was qguite unâ€" able to do the work. Had entered the high school at 16 or 17 rs of age, she could have G. + >::> Achievement tests in high school subjects are less easy to than those for the lower gtf beâ€" cause so much more groundg is covâ€" ered each year. But therelare such tests in mathematics, ‘the sciences, English composition, grammar, hisâ€" tory and the languages. By their use any school can hold up a ndard of achievement and know just how it compares with other schools,‘ The ‘fact that colleges gre using the selective system in determining who shall enter and who sh&ll be reâ€" fused admission is forcing mpon the high schools :a much wider #ecord of students‘ qualities and achievements than has been kept hitherto. Not scholarship grades alone, but a recâ€" ord of qualities such as pufctuality, reliability, accuracy, alertsess, agâ€" uednn;;, abi:n}y to win esteem, respect and goodwill through personâ€" ality; all this is called for by some or other of: these colleges. | The reâ€" sult of this will be to direct more atâ€" tention to the development of charâ€" acter. The adviser system, in which a teacher adviser comes in frequent contact with the student both in small groups and individually and in out of class hours, enables us to focus atâ€" tention on this most important side of education. Curiously enough, tests are ‘being devised to record the deâ€" velopments of quhtiu of cbaracter. Nervous and muscular reactions are easily recorded. .Alresdy our Mr. Williams is supplementing the medâ€" ical examinations and th@ mental tests with tosts which 1 rn the nervous and ‘muscular control! The object is to help in the guidâ€" ance of students toward vocations for which they are best fitted and measure results of physical training. By JESSE L. 8 | : (Principal Elm Place Sghool) The dean of American rcators Dr. CMarles: W. Eliot, in his recen volume of essays entitled "A Late Harvest," sets forth in certain of these essays very candid criticism of presentâ€"day American life and social conditions : and offers constructive suggestions as to their imp * most. distinguished living American has to say on educational subjects must invariably command the seriov attention of parent and teakber. It would seem that there could be noth ing more profitable for éducation woekthantoullawon essays and to reproduce in the spac allotted in‘ this issue some of : th paragraphs of peculiar tir Imes In the essay entitled "Protrectin (Continued from page the essay entitled "Protection Wcc imae old 1) inst Ignorance" Dr. Eliot conâ€" udes a searching analysgis of social tions as he sees them with an for an educational program hich he thinks best adapted to meet conditions be deprecates. The lowing paragraphs from the outâ€" ne are quoted without change: "Enlist the interest of every puâ€" il in every schoolâ€"public or private ementary or secondaryâ€"in his daily in order to get from him hard, nt, and willing work. ~Only hrough interest‘in work comes power mental applicufiOn&_and in due rse success and content in producâ€" ive laborâ€"labor which, however, can ever be free from tiresome routine from oftâ€"repeated exertions. The common opinion, that there is o useful training %in unatâ€" active or repulsive subj or pracâ€" ces, is just the opposite of the truth or either ‘child or adult. In this orld, stern as well as beautiful, it is quite unnecessary to invent hardâ€" ness or obstacles for any human beâ€" "Teach all subjects, wherever posâ€" sible, from actual objects, to be acâ€" curately observed and : ibed by the pupils themselves, Cuiltivate evâ€" ery hour in every child the power to see and describe accurately. â€" "Make the training fi the senses a prime object every y * "Stimulate every pupils to active participation in every school exercise by looking, listening, speaking, drawâ€" ling, and writing himself, Each puâ€" \ pil should be active, not passive, alert, not dawdling, led or pilo{ed, not driv= ing "Relate every lesson to something ‘in the life of the ewjg so that he may see the application and usefulâ€" ‘nm of the lesson, and: how. it conâ€" cerns him. / 9 "Teach groups of subjects togethâ€" er‘ in their natural inevitable relations. For example, teach arithâ€" metic, algebra, and geometry togethâ€" ‘er from beginning to énd. Do the ‘same for economics, government, and sociology, and for history, biography, geography, and tnvg. Associate reading, spelling, and. composition day by day, and make sz'e that every child sees the object of having his own â€" compositions â€" correctly spelled and legibly written. | ; @Neach chemistry, physics, bioloâ€" gy, and geology all together every week throughout the entire course (twelve years); because these subâ€" jects are generally found working in intimate association in most natural processes of growth, detay, creation, or extim, and are separable only for advanced pupils vh? need to unâ€" derstand the manâ€"made theories and imaginings which have} roved servâ€" iceable guides to fruitfur experimenâ€" tation and research. / "Teach every child to draw, model, sing, and read music. Encourage all pupils who show unusual capacity in any one of these directions to deâ€" velop their gifts assiduously both in and out .of school hours." en, but always lnming%the value of eoâ€"operative discipline. .. _ â€"~â€".â€" "The weekly programme should provide every pupil. with frequent opportunitifes â€" to describe before teacher and class Iuom.e§ling‘he has enjoyed seeing or reading. Occasionâ€" ally the pupils who excell in accurâ€" ate and vivid narration or descripâ€" tion shoold have the privilege of adâ€" dressing the whole school assembly. "To make room for the mnew subâ€" jects, reduce class work and the size of classes,, lengthen the school day, and shorten the present summer‘"vaâ€" cation. : These changes ‘are for:. the benefit, physical and spiritual of all children and all parent j "Increase individual ‘r:erk. Aim at variety in pupils‘ attainments and in rate of promotion, and therefore at frequent sortings <an shiftings among the pupils. A uriform or avâ€" eraged product should bring emphatic condemnation on any; school. "Give every pupil abundant opporâ€" tunities to judge evidence, to deterâ€" mine facts, and to discriminate beâ€" tween facts and fancies. "Use in schools mcfisflmnhting competition as . both children and adults use in sports u'&d games to increage their enjoyment of them. "Keep the atmosphere of every school charged with the master senâ€" timents of love, hope, and duty. Keepn out fear and selfishness." By CHARLES G. WRIGHT <(Supt. District 108) This is Education Week. The eyes of the nation are upon its schools. The importance of education and its relation to the future wg fare of the peoples of the earth is t ing to dawn forcefully upon the minds of thinking ~citizens. Eveny week of the year should be Education Week. It is vastly more important than our other special weeks for it are inâ€" cluded all the ideas of safety, health, conservation, patriotism, and all the other elements which go to make up a strong nation. Every fifim’s first consideration < should ? for our schools. School aims and school conâ€" ditions should be uppern in his daily thoughts and aside from affairs of home and business. Education is a big ufi and a very different one from that of fifty years ago when the teacher acted as lessonâ€" :lum and the content of the cnrx;ric- um was very meager in comparison to that of the present day. Then the home played a much e important part in the education the child. Manual duties were many. Valuable experiences in relating home inâ€" dustries were eommond; The very stimulating and mr-exffitiug influâ€" ences such as we have nowâ€"aâ€"days in‘ the movies and the lover abunâ€" dance of cheap music and literature, were lacking. ‘The school‘s job is tremendous in its work of counterâ€" acting the evils of the modern life and finding wholesome substitutes which will appeal to the child and hold his rests in such a way that he will be helped to see the real valâ€" ues in life, t e 14 Let us gum up briefly the importâ€" ant objectivyes of m schools; Of esagieg \ hbing'mw" teac \ process of the tool subjects, reading, writing, and arithmetic. These are now considered means to .:kmm rather than the sole end and ‘of! etgnqatiion aAs jlnbthé olden du:;. 'l‘l:;n ere is the job ter the! health and physlfil% of the childzn of our community. The modâ€" ern school has also decided that in order to become the right kind of citizens, our boys and girls must be trained to make right use of: their leisure tin Another objective of, presentâ€"day education is to give the youth of gur land an idea of the inâ€" dustrial and social conditions of the ~country 10 that sach may ¢choose wisely thzvocatiop or profession for which he is most suitably fitted. Lastâ€" ly there the task of giving each child training in school and communâ€"< ity citizenship, and in intelligent inâ€" terest in ¢gommunity welfare, so that he may becgome a worthy and interestâ€" ed citizefiTgf the state and nation. | In short, we areg no longer striving for a mere ma of subject matâ€" ter ‘and facts, important as theq are, but are aiming at an underLtlnd ,igofho to live erin.puca], ful, friengly, and coâ€"operative spirit. We want children to acquire . the right habits of thinking and ctm as well as high |ideals of and socigl life. A regard for the natural laws of fhe universe, and a love for all that is fine and bgtg’fui will fortify any child against ® ng doing. ./Teach children how to work efficiently and plal'y happily and they will becorse useful citizens. â€"| | These objectives are demanding new typas of sctoolsâ€"‘-schoolq with ample â€" playgrounds, . auditoriums, shops, lal ratoriei, libraries, art ,m music rogms, beautiful and comfort, able clasg rooms, wellâ€"trained teach> ers, and &n enlightened public grudy to be ‘taxed to provide the large and increased costs of such schools. > THE HIGHLAND PARK PRESS, HGHLAND PARK, ILLINOIS B T JDxIAile _ }._ Your Car‘s Appearance EVANSTON BRANCH How are we trying to AccompHsn these objectives? <In the first » we are trying to teach the tool subâ€" jects such as ‘reading, writing, numbers with the least possible ? of time. â€" Individuals acquire facts and skills with such varying degrees of ease that we are 8 ways of effective, individual plishment along these lines, In the matter of health and p j ical development we have p | directors, who direct on the yâ€" ground and indoors, daily ‘ through games and play and i ‘ ally : give training in â€" citizenghip through ideals of fair play and work. Our school nurse through dlose inspection gives valuble information both at home and at school « ing everyâ€"day personal and p bli¢ hygiene and helps children|form habâ€" its of right living. ~An interest in and an appreciation for healthful condiâ€" tions is easily attained. Serving to those who need it, care of th and eyes, checking contagion these are important parts of our of building up the physical of our community. 2 UE GUE OME AI CS +* Training children to make the t use of their leisure time and apâ€" preciate the fine and beautiful things in life is effected in many di ways:; s ht Malgs . First, there is the music departâ€" ment where children are taught to love and understand the best music of the masters. This is done only through listening to it but by: parâ€" titipation in it. Expressing t and feeling through music is a posiâ€" tive developing factor in the life of every child. 8 P & ) ‘Second, there is the great figld of fine and industrial arts wherein again children not only learn to ress their own ideas in a harmoniouds and beautiful way but also to appreciate the beauty and harmony of bthers wherever they see it. P k ‘Third, the department of ish literature and â€" drama contributes largely to a higher standard life and living through the enj nt of good books and plays. _ s * l ‘Fourth, learning to play with othâ€" ers is not an easy thing for| e child, but after this is accom s wholesome games and sports â€"add 1810 Ridge Ave. CHICAGO BRANCHâ€"Division mm OU have your own definite ideal of motor (;;3," YR car bfauty. You know a certain color t "'?f combination which would please you PmÂ¥ above all others. You favor a parâ€" (@MR_SI) ticular style of upholstery. Cadillac invites you to Fllc expression to these ideals in a Customâ€"Built Vâ€"63. Twentyâ€"four master color harmonies and ten beautiful upholstery patterns, in mohgir or cloth, await your selection. es OU have yo »4 AY car bifaut‘y‘ (’"'?f combinatic plgmsyq| above all \@SL.a0%) ticular sty trying to accomplish CADILL A WOODLA W i & 8 t i & 1 y 1 v i | i | i | | "OMMUNITY : BRANCHES: WEST SIDE BRANCH 660 W. Washington Blvd. C MOTOR CAR COMPANY WEST SIDE BRANCH BROADWAY BRANCH 60 W. Washington Bivd. 5139 Broadway â€" N BRANCHâ€"6052 Cottage Grove Ave. through life. greatly to health and pleasure all Fifth, we must not minimize in any way the joy which comes to us all} through an understanding and love of things of nature, God‘s outâ€"ofâ€" doors is the source of sinpiration and joy and rest. One can readily see that all this work means large assembly and play rooms, music rooms, art rooms, science rooms, work shops, ‘libraries, beautiful pictures and other works of art, and much thought to architecture as well as interior decoration of our school buildings. ~ â€" _ % a ue Through the teaching of the social sciences (history, geography, and civies) we are trying to give an idea of the past and present social condiâ€" tions and adjustments showing the interdependence of groups of peoples and the need of friendly coâ€"operation and understanding. Participation in school assemblies and other activiâ€" ties, and interest in group activities, is actual practice in the social adâ€" justment so necessary for the indiâ€" vidual as well as the group. CX As to the vocational guidance, the elementary school has very little diâ€" rect and immediate influence, other than giving children an acquaintance with tools and materials so that aptiâ€" tudes and abilitiecs may be early disâ€" covered. > > Character building is ever present in the minds of all those who guide the children in any way. Many opâ€" portunities are found in our modern schools to help children strengthen themselves in the right and wholeâ€" some relationships with theift comâ€" panions. Ideals of service and proâ€" motion of sense of . trustworthiness and responsibility are constant aims. In this very important work our schools need the constant and helpful coâ€"operation of every : father and mother as well as every other citiâ€" zen in the community, Not merely do the people demand nowadays that the ‘politicians deliver the goods, but they want them deâ€" livered to the kitchen door and carâ€" ried up to the second story if necesâ€" 2301 South Michigan Avenue THURSDAY, NOVEMBER 20, 1924 _ INSTRUCTIONS I by competent teacher Horses to hire and boarding stables Lt New Floors RIDING STABLES P. E. DOWNING PHONE H. P. 566 ‘LAID AND | SURFACED oLp FLOooRs ~RESUERâ€" FAcED to LOOK ‘LIKE NEW §4 by THURSD