The Educational Survey
Another matter of interest these days is the educational survey that has been taken up by many progressive communities. The plan is, as many of you know, to subject the school system of a city or community to a searching investigation in order to discover, if possible, its weak points, if it has any, to the end of their betterment. Experts are brought in who, without fear or favor, examine the system from all possible points of view—location and arrangement of school buildings including heating, lighting, and general health conditions, adequacy of playground and athletic facilities, the extent to which the schools are satisfying community needs in the way of equipt workmen and the needs of the young people for equipment for suitable work, the cost of the system, attendance, methods of teaching and supervision, course of study, etc. Outside experts are brought in for various reasons: known to have no personal interest in the outcome, their reports are likely to be received with greater respect; and, too, a local committee, thru nearness and very familiarity, would fail to notice features, good as well as bad, that might at once attract the attention of strangers. Many cities, ranging from 2500 to half a million people, have already availed themselves of the survey with, in the main, very gratifying results. Not only have cities used the survey, but other units of educational administration. There have been a few very significant and interesting rural school surveys by counties in several states. A similar study has been made of several State universities, Wisconsin, Iowa, Nevada, for example. I notice that the legislature of Minnesota has just arranged for a survey of theirs. You all recall that such a survey was made of all the institutions of higher education of North Dakota only a short time ago. The general feeling is that it was well worth while. Such and even more extensive surveys have already been made in five other states—Oregon, Iowa, Washington, Colorado, and Wyoming. The end sought in each and all of these surveys, whether city schools, higher institutions, or state-wide systems, is greater efficiency—larger service to society. A survey of this character is usually followed by a detailed printed report that is generously distributed resulting in greater interest in the schools and a more intelligent appreciation of their work and their needs.