321. EDUCATION AND SOCIAL PROGRESS.--We may sum up the problems so far discussed in this text by noting that their solution calls for three different types of treatment.

First, we must strike at the root of poverty by giving every individual just what he earns, by making it possible for every individual to earn enough to support himself and his family decently, and by teaching him to spend his income wisely and economically.

Second, wise and careful laws must be pa.s.sed for the purpose of correcting and lessening the social defects of American democracy.

Third, education must be relied upon to render the individual able and willing to do his duty toward himself and his country. The boys and girls of to-day are the voters and home-makers of to-morrow, and the responsibility of preparing those boys and girls for the efficient conduct of community life rests almost entirely upon the school. Thus education is one of the most basic factors in social progress. Neither a reorganized economic system, nor the most carefully drawn laws on social questions will solve the problems of American democracy until the individual citizen is trained to a proper appreciation of his responsibilities toward himself and toward his country.

QUESTIONS ON THE TEXT

1. What is the scope of education?

2. What is the relation of education to democracy?

3. Trace briefly the development of education in this country.

4. Enumerate the chief merits of our educational system.

5. What problem arises in connection with financing the schools?

6. Explain the failure of some taxpayers properly to support the schools.

7. Discuss the control of education in this country.

8. Outline the problem of uniform educational standards.

9. To what extent is school attendance a problem?

10. What are the chief tasks of the educator?

11. Discuss the purpose of vocational education.

12. What is the nature of the Smith-Hughes act?

13. What are the limitations of the conventional school term?

14. What is meant by the "wider use of the school plant" movement?

15. To what extent is the school becoming a social center?

16. What is the relation of education to social progress?

REQUIRED READINGS

1. Williamson, _Readings in American Democracy_, chapter xxvi. Or all of the following:

2. Cubberley, _Changing Conceptions of Education_, all.

3. Guitteau, _Government and Politics in the United States_, chapter xviii.

4. McMurry, _How to Study_, part i.

5. Perry, _Wider Use of the School Plant_, chapter i.

QUESTIONS ON THE REQUIRED READINGS

1. Discuss briefly the progress made in education since the Civil War.

(Cubberley, pages 38-42.)

2. Name an important defect of our educational system as it existed in the eighties. (Perry, page 3.)

3. Discuss the development of the high school. (Guitteau, pages 174- 175.)

4. To what extent does the Federal government aid State education?

(Guitteau, page 176.)

5. Compare briefly the four types of school administration. (Guitteau pages 177-180.)

6. What are the chief sources of school revenues? (Guitteau, pages 182-183.)

7. What has been the effect of immigration upon our educational system? (Cubberley, pages 14-15.)

8. What is the function of the vacation school? (Perry, pages 6-7.)

9. What is meant by the problem of leisure time? (Cubberley, page 20.)

10. Outline briefly the present tendencies in education. (Cubberley, pages 49-69-)

11. Outline the princ.i.p.al factors in study. (McMurry, pages 15-23.)

TOPICS FOR INVERSTGATION AND REPORT

I

1. Trace the development of public school education in your state.

2. Cla.s.sify the types of schools in your state.

3. Draw up a list of the more important provisions in your state const.i.tution regarding education.

4. Sources of school revenues in your community.

5. State supervision of the public schools in your commonwealth.

6. Influence of the Smith-Hughes act upon education in your state.