AMERICAN SCHOOL SYSTEM

Dominion, Volume 21, Issue 127, 27 February 1928, Page 11

AMERICAN SCHOOL SYSTEM

SOME OBSERVATIONS IN CALIFORNIA STATE AND LOCAL EFFORT IN COMBINATION (Written by DR. J. HIGHT, Rector of Canterbury College, for The Dominion.) Most close observers of contemporary life in the United States of America report the thorough-going belief of the American people in the practical value of their various highly-organised educational institutions, from the elementary schools to the universities, and their willingness to devote their uses, financial and other resources, on the most generous scale. No cne can help remarking the intense interest expressed by the ordinary citizen in educational problems. He is continually asking what the schools can do for the State and the individual, and stimulating them to take fresh views and try out new methods. There is at present an extraordinary development of tho public schools, together with ceaseless questioning of the relative values of particular features of courses of study, teaching methods, classification of pupils, ( and specialisation of teaching institutions. There is no difference of opinion as to the vital importance of systematic schooling, but a fervid desire to discover how best it may be organised, leading to ruthless scrutiny of every type of educational policy and agency.

Whilst progress in elementary education appears to mo to be at least as marked in England as hero in the United States, the national importance of secondary and university.education has impressed American public opinion and State policy much more deeply than British. I have already said something of recent advances in British schools when dealing with the Imperial Education Conference last summer. Before describing some of the oustanding features of American educational problems, it may be well Io give in brief outline the salient points of the school system that most generally obtains in the States of the Union. Each State is practically sovereign in the sphere of education, but the school system in California, with which I became most intimate, may serve in indicate the more general features of American systems. It must be borne in mind, however, that this State is credited with the possession of schools well above .the average in equipment and efficiency. Salient Points of System. The school system is a combination of Slate and local effort, with the emphasis on the latter, as in England. The Department of Education of the State of California controls the certification of teachers within the State, and the training colleges and normal schools, with the exception of one conducted by the State University; it provides the text-books required in the elementary schools; it contributes part of the salaries of teachers in the elementary and high schools, but not m the public kindergartens, and of their retirement pensions, the salary contributions being based on school attendance; and it concerns itself actively with "Americanisation,'” the instruction of aliens, and with certain aspects of adult education. Retirement of teachers is voluntary at the age of sixty-two, or upon completion of thirty years’ service, and is compulsory at the age of seventy. States are divided into districts, each with its own "school system” connected with tho State Department as just described. There is also an educational branch of the Eederal Government at Washington, but as yet its functions are limited chiefly to the collection and dissemination of facts relating to educational policies and thought. There is at present a proposal to create a Secretary for Education as a. member of the President’s Cabinet, and to extend the work of the federal education bureau, especially in the direction of research. Administration in 'Frisco. The city and county of Sa-n Francisco form a single "school system.” 'This is under the control and management of a board of education of seven members, three of whom at present are women, nominated by tho Mayor and confirmed by the electors. The tenure of office is seven years, and one member Ye tires every year. The board meets at least twice a week, and allowances of 15 and 10 dollars are made to each member for each regular and special meeting respectively. The schools are therefore one of the several departments of municipal government as in England. Their professional direction' is vested in the superintendent of schools, who is the board's executive officer, and has the recommendatory power on all matters for the board’s approval. School principals and teachers generally co-operate in administration through regular meetings, more especially of the smerrntendent’s advisory committee which has proved of great value in making constructive suggestions. The popular tion of San Francisco in 1926 was estimated at about 700,C00. There are 114 schools of all grades with an attendance of 98,660 pupils. Schools are open 192 days in the year. The most generous provision is made for the community for school buildings, not only in San Francisco, but in California generally. In city areas each elementary school erected during the last few years consists of about 2-1 classrooms, built for 900 children, providing for kindergarten, workroom, “opportunity” room, general activities room, library auditorium to seat 425 to 450 persons, nutrition room, play and lunchrooms, nurse's room, teachers’ lunchroom and rest room, principal’s office, waiting and clerk’s room, janitor’s locker room, and a book storage room. The buildings are substantial, of pleasing architectural features, generally more or less modelled on the mission style, with arcades, buff or white walls and red tiles, and stand in playgrounds varying from about an acre upwards. Sources of Revenue.

The sources of revenue for the support of the schools in San Francisco for the year 1926 were approximately: Balance from 1925, .£481,000 (chiefly loan money raised by the municipality for buildings); direct local taxes, £1,255,000; contributed by the State of California, .£315,000; local loans for buildings and land, <£785,016; and miscellaneous including voluntary contributions, which bring the total to a little over three million pounds, or nearly £3 10s. per head of population, and nearly £2+ per pupil enrolled. Ibe state and county each collects at least £6 per child in average attendance at the elementary schools. The city may tax for current elementary school expenses up to <3O cents per' 100 dollars (15d. per £2O) of assessed valuation, and by a vote of the electors the elementary school building tax may range up to 70 cents per 100 dollars assessed valuation. For the high schools the State collects at least £6 per child in average daily attendance, as liilst lie countv collects at least £l2, the city supplementing State and county support bv a local tax up to m cents per 100 dollars assessed value. Loans tor school buildings must not exceed •> per cent, of the assessed value and at the end of 1925 amounted to 18 miUion dollars, that is, just about half the maximum authorised amount, or nearly 22 per cent, of the total municipal loans. For 1925-26 23.5 cents out of every dollar tax paid by a San J r <mcisco citizen went to help pay foi the school system. , Those responsible for the system have looked far ahead and c °° 3tl^ tc n 'L ,l building programme adapted to the nee Is of the district for some, years so far as they cap be reasonably ascertained.

According to this plan each school child now and in the future will have access near his home to a school suited to his needs—an elementary school within half a mile, a junior high school within a mile, and a high school within a mile and a half. This plan was thought out by tho Board of Education and then submitted for the consideration of competent educationists representing the universities, California and Stanford, and other expert bodies. It is the result of the best composite thought to be had in California. So far about twenty buildings have been constructed in accordance with this new foresighted scheme. - Each school is 1 constructed under the direction of the City and County Board of I’ubli Works, which is charged with the responsibility of all public buildings, but, of course, the architects are guided by suggestions from the Board of Education. Every child in California must attend school every full school day till he is sixteen years old, from sixteen to eighteen he must make part-time attendance, and those who do not satisfy the English language requirements of the sixth grade are obliged to attend parttime till twenty-one if necessary. Permits to work must be obtained for children under sixteen, seeking employment even after school hours or on Saturday, and by all from sixteen to eighteen who are not attending fulltime day school. These permits are issued only with certain carefully guarded conditions, and many occupations are absolutely forbidden. “Opportunity Classes.” There are special schools for children with physical or mental defects, for truants ami ’’incorrigibles,” and in most of the elementary schools there are "opportunity classes,” conducted in special looms to assist children handicapped by absence through illness, etc. The length of the school day in tho various types of school is:—Kindergarten, 9 a.m. to 12; first, second, and third grades of the elementary school, 9 to 2.30; and the rest of the elementary school. 9 to 3, with a recess from 12 to 1; junior high school, 5.30 to 12, and 1 to 3.30; high school, as determined by the superintendent, but no fewer than thirty hour periods per week; evening schools, 7 to 9.15 p.m.; part-time schools, two sessions a day, 8 to 12, and 1 to 5. No school is open on Saturday for regular sessions. Tho schools are regarded as an integral part of the community. They tram their pupils for the fully rounded life of a citizen through the course of study, and many-sided social activities; they interest themselves keenly in community activities of the day, co-operating at every opportunity in movements for the advancement of the district. Though there are no school committees, such as those in New Zealand, parents have ample opportunities of knowing what is going on in the schools, and seemed to me from observations in different parts of the States, to show a livelier and more helpful interest in the quality and extension of school activities than is generally the case with us. Parentteacher associations perform most valuable functions. Voluntary bodies, they contrast most favourably with tho more perfunctory school committee and attract 10 their ranks the greatest number of those citizens who have some special knowledge of education. They are interested in child welfare, better school legislation, and federated,' they constitute a national organisation exchanging among its members the best educational information and practices. They assist in providing money, and voting loans for playgrounds, clinics, cafeterias, laboratories, workshops, scholarships, and special school activities of varied forms. Through these associations specialist workers on the complex problems of child life, school ideals, and methods are enabled to impress public opinion directly with the importance of the newer developments of educational thought. There are seventy-three associations in San Francisco holding regular monthly meetings. The school authorities encourage parents to visit the schools frequently, nnd luncheon chibs, chambers of commerce, and other citizens’ associations are anxious to have school super- I intendents, principals, and other leaders , in education address them on different aspects of their work. 1

The people of the United States recognise that no school is complete without a library of its own. and are willing to pay the necessary price. During tlie last four vears over £30.(100 has been spent in San Francisco city for books for libraries in tho elementary tchools alone. No Inspectors. There are no "inspectors,” but de-puty-superintendents and supervisors visit tlie schools to advise the teachers on their work, and consult with the principals on the general administration and policy of the schools. Promotions from grade to grade are made by the principal of the school. No pupil may be admitted to day elementary schools under the age of five years and nine months. Tho pupils are classified in "grades,” each representing a normal school year’s work. Until the advent of the junior high schools, the elementary school consisted of eight grades. Assuming a child followed the normal course be would graduale ’ from the elementary school at the end of the eighth year, at the age of about fourteen. Tlie number of pupils in Grade I is from 25 to 35; in the other grades, 32 to 40. Teachers are appointed by the Board of Education from a list of ‘hose who have applied tor posts of sj>eeified character. The appointments are made on the advice ot tlie superintendent, who always consults with the principal ot tlie school. Salaries, which are the same for men and women, are as follow; —Elementary teachers, from .£291 13s. 4d. to .£.562 10s.; junior high s-chool teachers, from £333 6s. Sd. to £541 J3s. '■’th school teachers from .£375 to £583 6s. Bd. These salaries do nof apply to principals. Twelve years’ service is required to reach the i.iaxiinum in each case. Deduction is made to provide a pension, to which in the case of San Francisco teachers, both State and municipality contribute. Gencions provision is made for siek lo.'ive, nnd in special cases sabbatical leave may be obtained. Married women except when the husband is incapacitated for work, are debarred from emnloyment. Of the 156-1 teachers in the elemcntarv schoqls, onlj; two are. men. one being a principal, the oilier a vice-principal. Tlie salaries of tlie ninety princinnls ot elementary schools vary‘from £49(1 to £775. and of the sixty vice-principals from £544 3s. 4d. to £SS7 10s.