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that our purposes have become a thing to ways as any one. We want to know, first, talk about; and that's all.

what we are for and then how to vitalize our What we are trying to do is to stop business so that any one can see that we doing things as we have always done them are intelligently moving toward our desire.

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“WONDERFUL MASSES OF YOUNG LIFE" 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 There must be some real basis for the ought to ensue and to get whatever done by agreement of all the writers on education her that will produce that change. We are that the old mediæval aim of school to as habituated to the ding-dong of school impart traditional knowledge is out of

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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.

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

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

BUSINESS TRAINING FOR TO-DAY BY DUPLICATING IN THE SCHOOL ROOM THE APPARATUS OF THE OFFICES INTO WHICH SOME OF THE GIRLS WILL GRADUATE

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PRACTICE IN THE SOCIAL GRACES THAT HAVE MORE TO DO WITH A GIRL'S SUCCESS IN LIFE THAN ALL THE FORMAL STUDIES OF A CONVENTIONAL SCHOOL COURSE

ship is not our chief business. Training
all the children of all the people is. We
have no fixed standard for our young people,
except, for almost every one, a higher grade
than she is at the moment occupying.
We are trying to dismiss from our own
minds the old belief that high school is
a privilege. It is the right of all. If our

service were what it should be, every girl SCIENCE FOR USE AT HOME

of thirteen and upward should be getting A COURSE IN COOKING AND DIET THAT BRINGS CHEMISTRY AND HYGIENE INTO THEIR RELATION

it. We lose large numbers of girls. Every TO THE NEEDS OF DAILY LIFE

one who leaves before graduation is a failure

of the American purpose of universal educapercentage of our passing marks for a tion. We are participants in that failure. few to the point that our general average We are trying to discover and apply the is the highest in the world. We are for forces by which girls are awakened, engirls first and for high averages, too, but couraged, and inspired to persevere. We not at the expense of health, and happiness, are attempting to discard the unsuccessful and human interest. In this we recognize spirit of criticism, correction, and blame that we must constantly run the risk of which has become associated with our busicondemnation by earnest educators who ness. We would rather not appear as “corregard high schools as institutions only rectors of youth.” Success is positive, not for the intellectually elect. We feel that negative. Reprimand, when overdone, dea mother's love for her less gifted child is featsits own purpose. Expectation of sucas noble as it is natural.

cess is success. We select every day some We know that there is no provision for piece of work which has been well done, the training of girls above thirteen who are some improvement that has been made, slow, stupid, indolent, disrespectful, and and send the girl responsible for it to her untrained. Such need us more than the grade adviser. It breaks the tradition kind of girl which high school has often that a school girl reporting to someone

nieporting to someone claimed as its only charge. High scholar- must have been guilty of a fault. We

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THE HARM THEY DO

try to catch girls doing right and to recognize it. Too much alertness in a teacher for detection of wrong results in emphasis upon evil. In time it reacts upon the detective and contaminates her nature. There is no proof that teachers are morally superior to girls of thirteen to eighteen. To keep a school atmosphere fresh and sweet, it does not seem necessary to lecture a group of girls upon the fault of one. We

CHEMISTRY THAT COUNTS have no general reprimands, no public

A GIRL LEARNING HOW TO PASTEURIZE MILK FOR

A BABY'S USE AS WELL AS WHAT GERMS ARE AND apologies. We have no rules, no system of discipline. Our weak teachers can get help from our strong ones and eventually as knowledge, a purpose which all now secure complete control by capitalizing declare is not the aim of education. The the respect of a class and recognizing that first thing with us in devising any new set the average tendency of any thirty girls of exercises is to formulate as well as we is toward decency and gentle breeding. can what characteristics of a first-rate girl We failed when we ruled by fear and mili- should be desired as a result of the time tary methods; we succeeded when we ban- to be filled. ished suspicion, mistrust, and desire to Take civics, for example. Thirty-eight show our authority. Whenever our in- lessons are allotted by the powers that be stitution has used in full measure the dem- for us to fill under this head. What should ocratic idea of coöperation we have you wish a girl to be after a year of thinking seemed to ourselves to go ahead.

about the questions that the authorities Such courses as were not prescribed would permit you to assemble under the by higher authority have been prepared name of civics? We conceived that a collectively. The tendency to imitate some young woman of eighteen should feel a good course in some other school is no doubt personal obligation to serve the common as strong here as elsewhere. But that good. In so far as possible her habit produces only a list of subjects to be learned of mind should be inspired with a lively

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