Show HYGENE HYGIENE VOCATIONAL TRAINING BUREAU OF EDUCATION AND MANY OTHER TOPICS IN RESOLUTIONS P. P P. P Claxton Points Out Duties of His us is I-is Office in ill Long Article While bile Cooley J and Deal With ith Trailing for Life Work The Te two resolutions offered by bv the N N. N E. E A A. committee on resol resolutions tons which aroused most moat discussion were cro on hygiene and ad on vocational training while tho resolution on a iia- iia tonaI bureau on education as presented by P. P P. P Claxton United States commissioner commissioner com corn missioner of ot education received careful careful care care- ful consideration from the committee The resolution offered by Mr Claton Claxton Claxton Clax- Clax ton was as folos Tho The constitution of ot the United tates makes no mention menton of or education JOur Our pur federal government maintains no general system of ot public schools There tin 1 as BH yet et no national college colesa or The TIle creation creaton maintenance and control or of schools and school systems are aro left lee to th the tho several several states Education tion has remained a n function of ot tho state Estate and not of ot the nation naton 1 Yet Yot the nation naton as a a whole Is la no less lese interested In education than the states Citizens of ot tho several states are arc also citizens of or tho the United States The duties dutes and responsibilities B of or national I are no less Important or difficult than han the duties dutes and responsibilities of state citizenship The welfare of or oC state and nation alike depends upon the tha Intelligence and virtue of their citizens i For this reason the federal gov- gov has from Crom tho the be beginning encouraged en- en education In the several 4 Estates states and provided for schools schools' and other rother Bother means of or education In Its Is torn torn- and possessions For tho the support support sup sup- port port of ot education In schools of oC all 01 grades It has appropriated nearl nearly one onehundred onehundred hundred millions milons of ot acres of public lands and nd many millions of oC dollars of ot federal funds Earl Early of Country In the early history of ot the country ithe the conceptions of or education were ere and Its problems appeared easy eny of solution For the masses of or the people people peo pee pie only onla a a meagre be beginning In the Three Rs ks was attempted For a fow few I there was added a minimum of ot 1 geography history and elementary science A smaller number still gained I some knowledge of oC the tho classics and mathematics Little Lite provision was as made for commercial professional or technical education There was no Estate Of state county or city supervision of oC Each school was a separate land and and unrelated organism There were no no normal schools for the education training of or teachers and ami education as as a n course in college or university was unknown No professional preparation for of teachers wa va was r required or expected nor were there any reco recognized standI standards standards stand stand- I ards of oC academic education There Titers wore no national or state education as- as and few local organizations of or teachers As a result resul of ot th these conditions conditions con con- tho the percentage of or illiteracy In nil all parts of oC the tho country countr was large larse and 01 the standards of ot schools and colleges were low and uncertain In II tho the second and third quarters of ot tho the last century these conditions be began began be- be gan to change Systems of ot public schools were organized with state state Normal county count and city supervision schools for th tin professional education training of teachers were Ant Schools were graded and classified class class- Hied and attempts at standardization and correlation w ro o begun Teachers and chool school officers until then content for tor the most part with their own meagre experience began beJan to feel the need of some of the work of other teachers and school officers In fc their own and other othor states and coun- coun tries r State Slate departments of or education could give some somo help in the sphere of Cv coul and secondary education their ability ant to U. do di so 60 varying widely from state stat to state The Tho associations were valuable chiefly in creating san san- n- n stimulating ideals and pointing out defects and needs There Thre was no general agency en cn which all al alke alike might dep depend nd for tor accurate information tin lii in regard to education In n this nn i other lather countries and aid for comprehensive e F investigations into the vital problems ot of administration end md of oC education in schools of or all classes nt and for a clear Presentation al of the organization methods meth- meth lods and results of oC education by agencies of ill all kinds t Out of ot the 1 feeling of oC the need for tor torS huch uch a n agency grew the deman de- de S national education office man for fOl a 0 which was created by act net of Congress In 1867 Xo No Ex Executive 0 the i Over the schools of ot the states bureau of education has hns no executive The autonomy of the states Mn In n re regard ard to education Is no wa way affected af affected nf- nf b by it it i. i nor can be It I Is 18 a sei only onh author author- Its ant and not a master master I and Ih is 18 to serve It I was created exists In iii response to the right which the tho people of oC the United States have to such demand of or the federal government Service service as us is requisite for the general generl f welfare but taut can be len rendered not at ot al all much greater inot not so o well wel or only at cost COt b by hI the tho state governments government s1 Tho The functions of ot the bureau of oC edu- edu cation arc nrc caton l 1 To serve as a clearing house of ot 1 information in regard to education education tion in the several states of oC the thc ton union and anul in all the countries of oC tile tho worl world 2 2 To make malee careful and thorough thor thor- ough studies of ot schools school systems and other a agencies of oC ed education ed- ed o ot of their or organization and ant management of ot methods of or teaching teach teach- tn lug ing and of such problems of or e education luca- luca tion ton as may from time to time as assume as- as sume silmo special importance and to give to the people tho the re results of ot these studies and also the results of or similar Investigations made by b t other agencies 3 To Give upon request request expert opinion and advice to state count county county coun coun- t ty and city officials and to respond to from Individuals and organizations ana for Cor ad advice vice or su suggestions suggestions sug sug- g- g of ot education education edu edu- for tho the promotion cation In any part art of oC the country caton 4 To serve nerve aa as a a common ground round or of meeting a n point of correlation correlation- for tor all educational agencies H of ot whatever al grade both public nn and andI I 1 private throughout tho country 5 6 To serve ele as a a point nf ot contact education between the United In il Unie States and other countries 6 To operate co-operate co with wih nn any and all 01 I persons organizations and agencies agent agen des cies in working out higher and hotter ces Ideals of education hol holding ln them before the tho people for their Inspiration and formulating practical Ucal plans plains for their a attainment t. t bu u t Board Nerd Needs rda demands demand on tho the bu bureau bureau bureau bu- bu reau of at education are for for- 1 Help in working out tho the difficult difficult cult problems ot of the rural school In cul Its Is support management and ad adaptation 2 Help In formulating standards of city school administration on the tho aldo ido cl hoth both of ot education and busl- busl noes management 3 Help Holp In readjusting the work worl of ot tho the high school to the lower school to college and to life 4 1 Help 1 In working out a more effective correlation between the units of ot the of ot hl higher hor ed education ed- ed In lit the tho several states r 5 Lador in devising plans for a bettor adjustment of or the education edu cation of or the schools to the eaton Continued on Page 10 IQ i j H |