How much have we accomplished in giving educational and vocational guidance to children between the ages of 12 and 16? What has been done in the way of fulfilling the national obligation to teach the strangers within our gates our language and the principles and forms of our civic life? What has been our program for subnormals in order that they may be prepared for independent living in the competitive social order? Have we established clear-cut distinctions between subnormal and crippled cases that must remain custodial and those that can be prepared for independent existence? What are we doing in the way of education for delinquents? To what extent have we utilized the discovery that these antisocial manifestations of youth are results of heredity, or of inferior homes, or of a lack of playgrounds, or of poor schools?

Have the schools missed a great opportunity for giving moral, civic, and physical training to youth by failing to absorb the Boy Scout and Camp Fire Girl movements and thus failing to grasp the full educational significance of the methods adopted by those who so well understand adolescent youth? Are the disciplinary methods of the teachers and the general internal management of the schools such as will develop among pupils a democracy which is safe even in the schoolroom? What have we done in determining what is desirable and feasible for extending general education to average adults who have early entered upon specialized occupations?

How far have we gone in our program of vocational education to recognize and to provide for the influence of automatic machinery upon the physical, mental, and vocational welfare of workers? Have we so thoroughly grasped the idea of an educational democracy that no child in our schools is disadvantaged by the section of the state or of the country in which he happens to be born?

Have we in our vocational training set up any program for the industrial training of women which recognizes that the modern problem of women's work concerns the following of some productive vocation away from home? Have we even begun to realize that every person should have definite vocational training with such distinctive purpose back of it that it will produce the skill, knowledge, ideals, and general experience that function in distinct callings?

Have we even thought of a program of education for leisure which will develop enduring tastes and interests established toward the enrichment of the individual and indirectly of social life? Do we fully understand that to make democracy safe for the world all people should have some leisure or time apart from vocational, civic, and physical necessities of life, that such leisure should be filled with sociability, amusement, recreation, and satisfaction of the aesthetic and physical desires, and that the public schools must in some measure provide for these?

Will a democracy proclaiming equality of opportunity as its ideal require an education which unites from the beginning of the child's school life, and for all pupils of the school, learning and social application, ideas and practice, work and recognition of the meaning of what is done? Or can a democracy be developed by dividing the public-school system into parts, one of which pursues traditional methods with incidental improvements, and another in which children "learn through their hands" and are given only the "essential features" of the traditional bookwork?

All that the schools are now doing in war time, and much more which they are not yet doing, to make the world safe for democracy, may be effectively used after war time to make democracy safe for the world.

INDEX

Agricultural education, establishment of, in city schools,[156], [314]
home-project work,[321]
relation of, to farm-cadet service,[322]
Agricultural labor, resolutions of New York State Board of Regents in regard to,[95]
shortage of,[136]
farm-garden permits for,[159]
release of schoolboys for,[161]-[163]
justification for employment of boys for,[164]
German women and children in,[236], [242], [243]
English children in farm work,[236]-[240]
organizing boys for,[246]-[256]
example of distribution of,[255]-[256]
social significance of boys in,[270]-[271]
age distinctions of boys,[274]
types of farm employers,[280]-[282]
Attendance laws, abrogating of, in England,[135]
types of action possible in regard to,[138]-[139]
action of various states in regard to,[140]-[143]
lessons to be learned from England,[144]-[146]
modification of,[155]
changes in New York State,[157]-[159]
enlistment for farm service in New York State and relation to,[160]-[161]
relaxing, for agricultural work,[237]-[239]
constructive policy in amending,[309]
Aviation schools,[98]
Blind, the, reëducating,[211]-[213], [215]
Boy Scouts,[87], [130], [140], [172], [306], [309], [328]
Camp Fire Girls,[328]
Canada, convalescent homes for disabled soldiers in,[215]
work of Military Hospitals Commission in,[228]-[231]
boys for farm work in,[247]
Census, agricultural, by schools of New York State,[24], [277]
school principal may direct,[312]
Claxton, P. P.,[92], [146]-[150]
Colleges, continuance of, during war time,[80]-[83], [92]
spirit of mobilization of,[83]-[86]
war-emergency courses in,[86]-[90], [96]-[103]
maintenance of academic status of,[91], [93]-[94]
field of service for departments of psychology in,[101]-[103]
contribution of geological departments of,[105]
effect of war on curricula of,[111]
demand for graduates of,[147]-[148]
Commercial schools, indefiniteness of aim in,[316]-[317]
short-unit and part-time courses in,[317]
Community canning clubs. See Conservation of food
Conservation of food, need of,[25]-[28]
saving of waste in New York City,[29]-[31]
Columbia lectures on,[87]-[88]
canning clubs,[125]-[127], [320]
drying and evaporating,[126]-[127], [320]
county superintendents' duties,[326]
Continuation schools, enacting of laws for,[155]
Council for National Defense,[94], [96], [315]
Cripples, reëducating the,[211]-[233]
Democracy, teaching of,[149]-[150]
making safe for the world,[326]
leisure necessary for,[329]
Disabled soldiers, reëducating the,[211]-[233]
Domestic arts, new spirit of teaching,[118]
criticism of existing teaching of,[192]
improvements in teaching,[193]-[194]
Thrift Club,[321]
Domestic science, new spirit of teaching,[119]
teaching adults,[122], [319]
traveling kitchens,[124]
demonstration train,[124]
war recipes,[319]
home cadets,[321]
Education, effect of war on,[113]-[114]
equal opportunity for,[327]
socialized,[327]
vocational guidance in,[327]
for subnormals and cripples,[328].
See also Colleges, Commercial Schools, Schools, etc.
Employment of children, care exercised in,[146]
out of school hours,[149]
divergent points of view in regard to,[150]-[151]
recognizing work impulses in,[151]-[152]
occupational study of a group of boys,[186]-[190]
"blind-alley occupations,"[190]-[191]
waste of boy power,[191]
England's schools, use of buildings in war,[18]-[20]
as distributing agencies for information,[23]-[24]
compiling of National Register by,[24]
open days for parents,[28]
traveling kitchens in,[29], [124]
thrift teaching in,[31]-[32]
training semiskilled workers in,[59]-[60], [66], [75]-[76]
productive work of technical schools,[60]-[61]
courses in cantonments,[101]-[102]
garden work as substitute for manual training in,[121]-[122]
short courses in cookery in,[123]
training cooks for army,[128]
furnishing meals to children in,[129]
furnishing soldiers' kits and hospital equipment,[132]-[134]
abrogating attendance laws,[135], [137]-[138]
restricting labor of school children,[144]-[146]
children for farm work,[236]-[240]
plans for supervision of schoolboy farm labor,[240]-[242]
reorganization of,[304]
Evening schools, trade-extension work in,[72]
training of foremen in,[316]
Farm cadets, organization of, in New York State,[172]
reason for organizing,[234]-[245]
plan for use of,[246], [272]-[274]
rearrangement of school program for,[247]-[248], [313]-[314]
wages of,[249], [250], [253], [261], [262], [265], [267], [278]
agreements and contracts,[251]-[252], [279]-[280], [282]-[287]
New York State plan,[253]-[254]
physical examination,[264], [274]-[275]
enlistment blanks,[276]
Farm-labor camps, explanation of,[245]
Massachusetts plan,[248]-[253]
agreements and contracts,[251]-[252], [265]
illustration of different types of,[256]-[261]
food cost and preparation,[258], [295]-[297]
menus,[259]
recreation,[260], [297]
wages,[261], [262], [265], [267]-[269]
labor distribution,[261]-[262], [266]-[268]
personal equipment,[262], [292]
camp equipment,[262], [264], [268]
illustration of training type,[263]-[266]
agricultural instruction in,[267], [297]-[299]
flying-squadron type,[267]-[268], [302]-[303]
leadership,[273], [287]-[292]
sanitation,[295]
definitions of various types,[298]-[303]
Federal Board of Vocational Education,[54]-[55], [314]-[315]
France, reëducation of disabled soldiers in,[214]-[225]
French schools, use of buildings in war,[20]-[21]
war financing helped by teachers of,[39]-[40]
teaching the meaning of the war in,[41], [44]-[46]
changing aspects of, due to war,[41], [51]-[52]
sewing for soldiers in,[133]
part-time,[155]
normal schools' contribution to war service,[199]
Red Cross work,[208]
German schools, efficiency spirit of,[17], [104]
contribution to agricultural labor,[242]-[243]
conservation of natural resources in,[243]-[244]
industrial-efficiency idea in,[305]
History, teaching of,[46]-[47]
Industrial and trade schools, contribution of, to manufacturing needs,[60]
war-emergency courses in,[63], [314]-[315]
question of production in,[66]-[67]
readjustment in war time,[71]
open in summer,[72]-[73]
part-time classes in,[74]-[76]
teaching of hygiene in,[77]
producing farm-camp equipment,[252]
inventories of equipment,[315]
state study of possible war uses of,[315]
Junior Red Cross,[207], [209]-[210]
Labor, war demands for,[58]
industrial schools meeting shortage of,[61], [68]-[69]
one method of training,[61]-[64]
educative value of,[152]-[153]
Liberty Loan bonds, and the schools,[37]-[39], [311], [325]
Library, service of, in war time,[104]-[105]
Manual training, garden work in place of,[130]-[131]
war-service work in,[131]-[132], [317]-[319]
making Red Cross splints,[206], [317]
abandoning models,[318]
in connection with junior high schools,[319]
Military equivalents, recognition of, in New York State,[171], [305]
experience in England, France, and Germany,[173]
necessity of conscious service,[174], [177]-[180]
types of occupations having,[175]-[176]
"Moral Equivalent of War,"[176]
an example of, in agriculture,[181]-[185]
an example of, in industry,[186]-[189]
farm labor as a military equivalent,[254]
Military training, exemptions from,[165], [167]
compulsory in New York State,[166]
in high schools,[167]-[170]
including employed boys,[168], [170]-[171]
vocational training in relation to,[173]
adaptability of,[309]
"Moral Equivalent of War,"[176]
National Board for Historical Service,[46]
National Council of Defense,[94], [96], [315]
National Security League,[49]-[50], [140]
National Society for the Promotion of Industrial Education,[64]
Naval schools, description of,[77]-[79]
Off-time classes, importance of,[72]
Part-time education, opportunity for,[74]-[75]
war-emergency courses in,[154]-[155]
enacting laws for,[155]
farm work and,[240]
as an economy measure,[308]-[309]
Patriotism, teaching meaning of the war,[42]
necessity for teaching,[42]-[44], [48]-[49]
topics in relation to,[50]-[51]
Physical training, compulsory in New York State,[166]
recommendations of New Jersey Commission in regard to,[167]-[170]
importance of, from military standpoint,[168]-[169]
advantages of, over military training,[309]
Posters, war,[129]-[130]
Practical arts, definition of,[116]
project plan of teaching,[117]-[118]
influence of war-service work on,[117]
Principal, war duties of,[33]-[34], [310]-[314]
Red Cross, work for, in schools,[194], [196]-[198], [311]
a state plan of school service to,[200]-[201]
use of knitting machines,[202]
work for, in Troy, N.Y.,[202]-[205]
making splints,[206]
Home Service division of,[207]-[208]
Junior Red Cross,[207], [209]-[210]
what can be done in schools for,[207]
reporting home conditions to,[308]
Reëducation, the problem of the physically handicapped,[211]-[213]
relation to federal insurance,[213]
a government problem,[214]
instruction for the blind in France,[215]
L'École Joffre,[216]-[219]
instruction in vocational subjects in France,[218]-[221], [224]-[225]
percentage capable of, in France,[222]
the problem in the United States,[225]-[228]
industrial accidents and,[232]
Roosevelt, Theodore,[11], [324]-[325]
Rural schools, agricultural labor under direction of,[153]-[154]
camp in connection with,[302]
School boards, in relation to war service,[306]-[307]
provisions of, for drafted teachers,[307]-[308]
organization of vocational courses by,[310]
planning for agriculture by,[310]
work of, for avoiding juvenile delinquency,[310]
School principals,[33]-[34], [310]-[314]
Schools, as distributing centers for pamphlets, etc.,[22], [311]
furnishing lunches to children in,[128]-[129], [308]
opportunity for poster work in,[129]-[130]
maintaining efficiency of,[146]
keeping children in,[147], [308]
postponement of construction work for,[149]
agricultural activities in rural,[153]
lengthening terms and hours of,[308].
See also Commercial schools, French schools, etc.
Smith-Hughes Bill,[54], [57]
Teachers, work of, in promoting French government loans,[39]-[40]
opportunities of, to teach history,[46]-[49]
New York State directions to,[119]-[121]
service of, on committees,[326]
war-service programs of,[326]
Technical institutes: war-service courses in Wentworth Institute, Boston,[106]-[107]
Pratt Institute, Brooklyn,[107]-[108]
Dunwoody Institute, Minneapolis,[108]-[111]
Thrift, necessity for,[31]-[33]
practice of, in England,[31]-[32], [36]-[37]
teaching of,[35]
campaign for,[311]
Thrift Club,[321]
Trade schools. See Industrial and trade schools
Traveling kitchens,[29], [124]
Unit courses, organization of,[73]-[74]
utility of,[306]
United States Boys' Working Reserve,[163]-[164], [322]-[324]
Vocational education, definition of,[53]
federal grants for,[54]-[55]
federal requirements of,[56]
adjustment of, to industrial needs,[59]
standardization of products,[195]
"safety-first" instruction in,[212]
opportunity for teachers in,[233]
influence of automatic machinery on,[329]
for distinct callings,[329]
War Savings certificates, in England,[36]-[37]
in the United States,[311]
Wilson, Woodrow,[1], [54], [72]-[73], [81]-[82], [209], [324]