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& Co. have received permission from the Chicago school board to show the school children, free of charge, the entire process of the cotton industry from the planting of the seed to the wearing of the dress. The Iron and Steel Institute, of Pittsburg, has taught its audiences by pictures the passing of the iron from the mine into the finished product. Not long ago RearAdmiral Colby M. Chester showed before the National Geographic Society a reel covering the entire thirty miles of the Panama Canal, and explained the workings of the vast undertaking. Chicago,

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and the ministers of the town assembled and ordered "that the board of education be petitioned to take immediate steps in this direction." Prof. Arthur G. Balcom, supervisor of lectures for the Newark Board of Education, recommended in his annual report that a fireproof room for motion pictures be incorporated in the auditorium

By courtesy of the Gaumont Film Company

plan of all schoolhouses built hereafter. About the same time Mr. Milton C. Cooper, district superintendent of schools in Philadelphia, asked for the purchase of a motion picture projector for every school in the city. Superintendent Martindale, of Detroit,

not content with having them in his school houses, wants them outdoors also, and has said publicly: "The use of the playgrounds for moving picture shows is feasible. The playgrounds afford natural out-of-door auditoriums which will accommodate one thousand or

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HOW MOTION PICTURES REPRODUCE MOTION more people each,

land, and Detroit are using the pictures in the public schools; Pasadena, Cal., is equipping three of its school buildings with machines; the large Evans School, of Denver, is instructing not only the pupils but the parents by this means; Paducah, Ky., uses this method regularly in teaching history, geography, literature, and various sciences; the school board of South Bend, Ind., owns a machine for social-centre purposes; Pueblo, Col., instructs with motion pictures in its high school; the state of Texas has film constantly in use by its Department of Education; and the town of Biggs, Cal., runs a municipal theatre for educational purposes. And where the schools have not pictures the teachers are demanding them. The Board of Education of South Orange, N. J., recently placed itself on record favoring the use of the motion picture in the schools,

TWO SUCCESSIVE FILMS FROM A REEL SHOWING MARINES DRILLING ON A FRENCH WARSHIP. SIXTEEN SUCH FILMS ARE TAKEN EVERY SECOND. A MAN WALKING THREE MILES AN HOUR ADVANCES ABOUT FOUR INCHES IN ONE SIXTEENTH OF A SECOND. APPROXIMATELY THIS CHANGE OF POSITION APPEARS IN THE TWO PICTURES OF THE MARINE AT THE RIGHT SIDE OF THE FILMS

and the pictures thrown on a large screen would be plainly visible to all."

Only one thing has until recently been lacking the coming of the talking motion picture, but this has recently been announced in both France and America as an assured fact. Think of it as we may, "this new force has entered into the educational progress of modern American life. You may call it the five-cent university or the dime civilizer, but its influence is real and sure just the same." just the same." For it is better and easier to learn from life than from books.

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S

TRYING TO DO

TO MAKE HEALTHY AND SUCCESSFUL WOMEN OF CITYBRED GIRLS BY METHODS OF TEACHING THAT SUBORDINATE HIGH AVERAGES IN FORMAL SCHOLARSHIP TO THE DEVELOPMENT OF THE CAPACITY FOR HAPPINESS AND INTEREST IN REAL LIFE

BY

THIRTY-FIVE TEACHERS
OF THE WASHINGTON IRVING HIGH
SCHOOL IN NEW YORK CITY
(ILLUSTRATED WITH PHOTOGRAPHS TAKEN ESPECI-
ALLY FOR THE WORLD'S WORK BY STUART WOOD)

OME of us in a faculty of two hundred and eighteen teachers are trying to get back to first principles. Some of us are trying to make our practice tally with our preaching. Every one who writes on education says it must not be the absorption of knowledge; it is not the transmission of a course of study from a book or a teacher to a boy; but it is the culture of men (President David Starr Jordan), the improvement of the human machine (Arnold Bennett), the perfection of womanhood (Prof. John M. Tyler), the formation of character (Prof. William H. Maxwell). This has been preached so often that listenersare tired of it. But no school is doing it. They are all built upon the model for doing what their own promoters say education is not doing.

Our school and

other high schools are not organized upon the character basis nor the human improvement basis but on the knowledge idea. We are teachers of English or of geometry. No one prepared us to teach any of the essential qualities of superior womanhood: courtesy, gentleness, firmness, industry, courage, and nobility. Though these are proclaimed as the greatest business of a teacher, systems treat them as incidental. Knowl

MAKING EVEN SCIENCE ATTRACTIVE

A SUCCESSFUL MOMENT IN THE EFFORT TO GIVE HIGH SCHOOL GIRLS JOY IN THEIR WORK

edge is sorted into
courses and every
one of us is given a
piece. A girl is at the
mercy of a score of
knowledge specialists
for four years and
then, if she has lasted,
she is marked "Edu-
cated."

We did not make
this system; no liv-
ing man devised it.
No publicist defends
it. But Dr. Eliot de-
clares that educa-
tional practice is fifty
years behind its doc-
trine. But we are so
habituated to think
of training in terms
of present schooling

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WHICH THE TEACHERS ARE TRYING TO HELP GROW INTO HEALTHY AND HAPPY WOMANHOOD BY DEVELOPING THEIR POWER TO UNDERSTAND, AND TO ENJOY MEETING, THE PRACTICAL ISSUES OF EVERY-DAY LIVING

and to determine what change in any girl ought to ensue and to get whatever done by her that will produce that change. We are as habituated to the ding-dong of school

There must be some real basis for the agreement of all the writers on education that the old mediaval aim of school to impart traditional knowledge is out of

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AFTER LATIN, LAUNDERING

A NEW AND NECESSARY SEQUENCE IN THE TRAINING OF CITY-BRED GIRLS WHO HAVE FEW HOME FACILITIES FOR LEARNING HOUSEHOLD ARTS

A PRACTICAL LESSON IN TASTE AND IN THE OPERATIONS OF DRESSMAKING THAT WILL BE A VITAL PART OF EVERY GIRL'S MATURE LIFE

to do together. Training of children became a universal concern. What schoolmen had decided to let people have was well enough for monarchies. We have no mission to continue that. What parents want should be the concern of American schools, since 1776. To stand in loco parentis ought to mean that we, the public parents of the children of a free people, are not engaged to promulgate any scheme or system of our own. What an intelligent mother wishes her daughter to become is what we are obligated to produce.

Therefore, we are trying to assist young, city-bred girls of thirteen and fourteen years of age to grow from what they are to what they ought to be at fifteen, eighteen, twenty, and eighty years of age. To us the children are the important considerations. The courses of study are of less importance. We wish to make the greatest success of every girl, and to do this we prefer maid to method, child to course, daughter to dogma.

What we are trying to do is to use the

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STUDYING MODERN PENMANSHIP

OF THE KIND THAT WILL BE MOST USEFUL TO THOSE GIRLS WHO LEAVE SCHOOL TO ENTER BUSINESS OFFICES

studies the system requires, but to fit them to the girl, instead of perpetuating a round of exercises which some girls may follow but others may fail to do and thereupon lose interest and fall away. We are trying to abandon the fallacy that we should be loyal to our school or to our subjects or to high standards of scholarship or to any abstract, or formal, or traditional idea, at the expense of an immortal soul. We would rather have a hundred girls growing, every one in accordance with the best we can inspire her to do, than to raise the

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