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"collection_name": "World War I-related Records",
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"collection_description": "Minutes, correspondence, publicity bulletins, training manuals, reports, newspapers, and other records of major YMCA administrative bodies which provided services to the military forces in the United States and abroad during World War I. [Finding Aid available at: https://archives.lib.umn.edu/repositories/7/resources/920]",
"title": "Educational Commission, materials, 1918-1919. (Box 22, Folder 8)",
"title_s": "Educational Commission, materials, 1918-1919. (Box 22, Folder 8)",
"title_t": "Educational Commission, materials, 1918-1919. (Box 22, Folder 8)",
"title_search": "Educational Commission, materials, 1918-1919. (Box 22, Folder 8)",
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"date_created": [
"1918 - 1919"
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"1918 - 1919"
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"date_created_sort": "1918 ",
"creator": [
"National Board of the Young Men's Christian Associations. Armed Services Dept."
],
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"National Board of the Young Men's Christian Associations. Armed Services Dept."
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"English"
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"United States"
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"North America"
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"parent_collection": "World War I-related records (Y.USA.4-1); https://archives.lib.umn.edu/repositories/7/resources/920",
"parent_collection_name": "World War I-related records (Y.USA.4-1)",
"contributing_organization": "University of Minnesota Libraries, Kautz Family YMCA Archives.",
"contributing_organization_name": "University of Minnesota Libraries, Kautz Family YMCA Archives.",
"contributing_organization_name_s": "University of Minnesota Libraries, Kautz Family YMCA Archives.",
"contact_information": "University of Minnesota Libraries, Kautz Family YMCA Archives. 318 Elmer L. Andersen Library, 222 - 21st Avenue South, Minneapolis, MN 55455; https://www.lib.umn.edu/ymca",
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"Y.USA.4-1, Box 22, Folder 8"
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"local_rights": "Use of this item may be governed by US and international copyright laws. You may be able to use this item, but copyright and other considerations may apply. For possible additional information or guidance on your use, please contact the contributing organization.",
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"date_added": "2020-12-16T00:00:00Z",
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"transcription": "ARMY EDUCATIONAL COMMISSION A.E.F. FRANCE Y. M. C. A. Correspondence Relating to the Transfer of Its Work to the Army NATIONAL WAR WORK COUNCIL OF YOUNG MENS CHRISTIAN ASSOCIATIONS Copies of Letters Exchanged between the Y. M. C. A., the General Headquarters A. E. F. and the War Department, with Reference to the Work of the Army Educational Commission. A. E. F 12 RUE DAGUESSEAU, PARIS, FRANCE March 14, 1919. From: E. C. Carter, Chief A. E. F., Y. M. C. A., Paris To: General J. J. Pershing, G. HQ., France Subject: Inquiry As to the Desirability of GHQ Assuming Complete Control and Responsibility for the Y. M. C. A. Army Educational Commission Y. M. C. A., New York. In view of the vast dimensions and the national importance now assumed by the Y. M. C. A. Army Educational Commission I desire to inquire whether you think that the time has come for the A. E. F. to assume the complete control and responsibility for the work of our Educational Commission. As you will remember the Y. M. C. A. undertook the responsibility of establishing an educational system for the A. E. F. at a period when the Army itself ha cl to dedicate its entire personnel and resources to crushing Prussianism. The Y. M. C. A. was able to draw upon the American public for men and women workers who were not available for direct military service, who could assist the Army materially in building up a simple educational system which would be practical during hostilities and which could be expanded rapidly when fighting ceased. A demobilization educational program could only be made possible if a substantial educational machine were built up during the period of active operations. At our request, on January 8, 1918, Mr. Anson Phelps Stokes, Jr., of Yale University, arrived in France to make a preliminary survey of educational needs in the A. E. F. On February 6th I submitted Mr. Stokes report to your Headquarters, and on March 5th the Chief of State replied: The Commander in Chief approves the project in principle and has directed that proper facilities be given for this work throughout this command. As a result of the lines laid down in a draft of two proposed general orders submitted to us on the fourth of May, the Y. M. C. A. undertook definite responsibility for educational work in the A. E. F. and constituted the Army Educational Commission, composed of Professor John Erskine of Columbia, Mr. Frank Spaulding, Supt. of Public Schools in Cleveland, and Professor Butterfield of Amherst Agricultural College. On October 31, 1918, you issued the First General Order of the A. E. F. on Education, the first paragraph of which read as follows: The Young Mens Christian Association through the Y. M. C. A. Army Educational Commission has organized with the approval of the Commander in Chief an educational system charged with the standardization of educational methods and the establishment of schools for instruction of officers and soldiers in all of the larger post camps and hospitals of the A. E. F. Subsequent to the cessation of hostilities several General Orders and Bulletins have been issued covering the expansion of the educational system demanded by armistice conditions. Operating under General Orders we have recruited and brought to France from America several hundred of the ablest public school superintendents, school and college teachers, and professors. Under the direction of the Commission this large staff is assisting the fifth section of the General Staff in the development of the Army Corps Division and Post Schools throughout France and Germany and rendering important service in the various developments of the A. E. F. University at Beaune, Allerey, and Bellevue in accordance with paragraphs eight and nine of General Order, number nine, dated January 13, 1919. In view of the fact that as a result of the preliminary work of the Educational Commission the Army itself has now established an educational system as an integral part of the A. E. F., we wish to inquire whether there will be advantage in having GHQ assume complete responsibility for the Army Educational Commission and its staff. If you decide that the Army should take over the Educational Commission and its personnel and work, the Y. M. C. A. will undertake to pay the salaries of the somewhat over five hundred members of the educational staff who have been engaged for the work during the next few months. This together with expenses for operation and equipment will involve a total outlay of one million two hundred thousand dollars for the six months period beginning February first. In addition to this we have made a special appropriation to meet the expenses of the Bureau of Citizenship which has been affiliated with the Educational Commission. We will not seek reimbursement from the Army for the supply of nearly two million textbooks and educational pamphlets ordered in America and now being delivered here nor for the expenses incurred in America and France in securing and maintaining the large personnel now engaged in the work. These various items taken together involve a total expenditure for educational work for the A. E. F. of over four million dollars. In placing at the disposal of the Army the services of our large staff of educators we desire to assure you that if you should decide that it is best for the Army Educational Commission to relinquish its official connection with the Y. M. C. A. we will do all in our power to ensure that the present valuable program of lectures and classes supplementary to the Army school system will be maintained. In general the Y. M. C. A. will continue to cooperate to the limit with the Army educational officers in furthering education throughout the A. E. F. and help increase the mens preparedness for citizenship on their return to civil life. (Signed) E. C. CARTER, Chief Secty. A. E. F., Y. M. C. A. GENERAL HEADQUARTERS, A. E. F., Mr. E. C. Carter, March 25, 1919. Y. M. C. A., Paris, France. ' Dear Mr. Carter: With reference to your letter March 14, 1919, with inquiry as to whether it is deemed advisable for the Army to relieve the Y. M. C. A. of all further control and responsibility for the educational work in the A. E. F. you are informed that it is considered in view of the extensive educational system now being developed that complete control should now vest in these headquarters. Recommendation to that effect has been made to the War Dept, and authority obtained for the Govt, to assume complete financial responsibility for the entire educational project, including the taking over and placing under Government control members of the Army Educational Commission Y. M. C. A. and all persons within its organization who are required in educational work. The transfer will also include the purchase of textbooks previously authorized and relieve you from further financial responsibility for other items of current operating expenses of the Commission at the earliest practicable date. It is desired in conclusion to express the highest appreciation of the work of the Y. M. C. A. through its Educational Commission in organizing the educational work at a time when it was impracticable for the Army to do so and for the continued assistance up to the present time in the wise development of the educational system in the A. E. F. The large number of well-qualified educators brought to France by the Y. M. C. A. during the past year will be of inestimable value to the Army in its educational work, and this contribution is especially appreciated. Yours very sincerely, (Signed) JOHN J. PERSHING. WAR DEPARTMENT My Dear Mr. Sloane: Washington, April 3, 1919. In compliance with your letter of March 28th, we have cabled to General Pershing that the Y. M. C. A. has approved of the transfer of the work of the Army Educational Commission of the Y. M. C. A. to the control of the Army. In accepting this transfer on behalf of the Army, we wish to thank the Y. M. C. A. for the admirable work which it did in initiating and carrying on this educational work at a time, when, because of the pressure of the all-engrossing business of actual fighting, it would have been difficult for the Army to have undertaken it. I have been familiar in a general way with the origination of the idea for an educational program for the A. E. F. in the mind of Dr. Anson Phelps Stokes; of the selection of Professor Erskine, President Butterfield and Superintendent Spaulding to organize the work in France, and of Professor Strayer, Dr. Sullivan and Mr. Fairley for the corresponding duties on this side, and I understand from my associates that because of their accomplishments it is now a comparatively easy task for the Army to carry on the work which they undertook. Upon studying the details of these accomplishments and learning that your Association had in a very short time selected, purchased and sent overseas some two million dollars worth of textbooks and educational supplies, and had recruited and sent to France nearly six hundred educational organizers and supervisors of high standing, I was more than ever impressed with the magnitude of the work already accomplished. Thanking you and your Association for beginning this great work, of an influence on the morale of the Army during the difficult period of demobilization, which only the future can measure, I am, Cordially yours, (Signed) NEWTON D. BAKER, Mr. William Sloane, Secretary of War. Chairman, National War Work Council. Y. M. C. A., 347 Madison Ave., New York, N. Y. THE SCHOOLS OF THE PEOPLE By GEORGE F. JAMES Western Department National War Work Council Y. M. C. A. Issued from Department Headquarters 507 First National Bank Bldg. San Francisco, Cal. FOREWORD War and Schools. History shows that in every national and racial crisis which tends greatly to modify a people whether in social, political, economic, or religious relations men turn their minds instinctively and promptly to a consideration of schools. Especially is it true that in every time of stress through war or in the effort to recover from the disaster of military defeat a people is quick to consider the schools as the great means of social regeneration. In the midst of the French revolution nation-wide plans were adopted for a system of public instruction, and after the calamitous days of 1870-71 the French people, seeking to recover from the terrible experiences of the Franco-Prussian War, turned again to the thought of public education as the best means to re-establish the national spirit. No less is it true that a nation victorious in war is often led to modify its ideals and then to seek in a reorganized education the quickest means of affirming them. Our country has already come to see that a much more democratic and practical scheme of schools is necessary than has hitherto prevailed among us. Not a soldier has come through our training cantonments over to the front lines without realizing in an entirely new sense the value of education. Not one of these will return to the life of a citizen without a conviction that public education is a prime interest of society and should be organized promptly and liberally for the benefit of all in our democracy. These few pages offer some suggestions for discussion in order to help towards a definite ideal for American education. Reading. CubberleyImprovement of Rural Schools- LewisDemocracys High School. SneddenProblem of Vocational Education. WeeksThe Peoples School. BloomfieldVocational Guidance of Youth. SmithEstablishing Industrial Schools. JuddEvolution of a Democratic School System. Published by Houghton, Mifflin Company. I. EDUCATION SPELLS OPPORTUNITY THESISOur democracy should support a system of universal, free and compulsory education by federal, state and local taxation. Every day the value of education is more fully realized. As society becomes more complex and the ordinary needs of humanity are satisfied only through a more complicated system of production and distribution, the success of any man becomes dependent not merely upon general intelligence and training, but also upon specific schooling for the work which he is carrying on. As the results of science are made the basis of all industries, there comes to be no occupation for which some degree of definite preparation is not increasingly valuable and even imperative. All of our young men, and indeed, our young womien, are coming to feel the truth of this, and to ask why a better chance for success is not afforded through the training of the schools. Day by day the people are realizing that education is the supreme duty of society and the ultimate responsibility of the State. The demand is insistant that educational opportunity should be universal and free and compulsory. A universal education does not mean exactly the same kind of schooling for all boys and girls in town and in country alike. The future life and occupation of every person should determine the scope and quality of the instruction that is given. Nevertheless, the basic truth is that education should be equal in the opportunity it affords. The country child should have as good a schooling as the city child. The early education of a boy or girl in rural sections should vary from that of the urban districts merely in order to prepare more specifically for life by using the present environment. That all schooling should be free is a lesson which it took us in this country many generations fully to learn, and today we are the only great nation which recognizes the truth in theory, and we have most fully carried it out in practice. The people as a whole tax themselves to give educational opportunity to every rising generation. In part this taxation is indirect in so far as through its own special means the Federal Government collects funds, which it thereafter distributes to the various commonwealths for the subsidizing of certain varieties of education. In one sense state taxation for school purposes may be construed as an indirect levy, in so far as those communities of the state are concerned which are receiving the proceeds of taxation in more populous or wealthy sections of the commonwealth. It is the ultimate duty of every community, however, to furnish to its own children the best opportunity within its power. However much the Federal Government may subsidize, and however much the state may sustain local effort through state contributions, every social unit, whether in town or in country, has the first 3 responsibility in matters educational. It behooves every man, therefore, who looks forward to the right conditions for his own children to become a missionary in the cause of public education and an earnest and consistent advocate of more money for public schools. When education is universal and free it needs also to be compulsory. Many soldiers and sailors in the national service today bewail the fact that through their own opposition or through parental indifference they were allowed to escape any real schooling, and therefore find themselves handicapped by the lack of that training which might otherwise have made them more capable and have opened to them more than one chance for advancement, not only in war, but also in times of peace. We believe, then, that education is the absolute condition of national progress for any people and of national safety for any democracy; that it is the vital obligation of society towards every member; that it is the greatest responsibility of the state and cannot be entrusted to any other agency; that the opportunity it affords must be universal, free and obligatory; that the supreme ideal is that education should be made to spell opportunity for every child, boy or girl, rich or poor, in every part of the land. Question for Discussion 1. Why does a democracy need better schools than people do under other forms of government? 2. Why should our Federal Government use the proceeds of indirect taxation (tariff, etc.) partly for school purposes? 3. Why is free schooling (free tuition, free text books, etc.) both just and necessary? 4. Why are compulsory education laws necessary? 5. Why have rural schools been inferior to city schools in the United States and elsewhere? Reading CubberleyThe Improvement of Rural Schools. JuddEvolution of a Democratic School System, Chapter III. 4 II. THE SCHOOLS OF YESTERDAY THESISTo organize democratic schools takes time; to keep them democratic takes care. It is difficult for us today, rejoicing and proud in our system of public education, to realize that it is a growth of only a very few generations, dating back in most particulars hardly more than a century. For the first two hundred years school opportunity within what is now the United States existed for the benefit mostly of the children of the well-to-do. Even our Puritan ancestors in New England thought little of the right of poor children for an education, and the first school established was the Latin Grammar school intended for those boys who would go on later to college and prepare themselves to be either clergymen or magistrates in the colony. At almost the same time Harvard College was established with a similar thought for the education only of community leaders who were to be drawn from the prosperous classes. With the exception of the most meager home or neighborhood teaching of the elements of reading, writing and arithmetic, usually by some elderly dame in her own kitchen while engaged in her household tasks, no other kind of opportunity was widely developed for more than a hundred years. In the period of public discussion which preceded our Revolutionary era a demand came for some kind of school which would meet the needs of boys who were not going to college. At about the same time the suggestion came that girls may be considered human beings along with their brothers and have some right to an education which will develop their qualities and fit them for their future responsibilities and home occupations. This demand was voiced clearly by Benjamin Franklin in the middle of the eighteenth century and resulted in the establishment in Philadelphia of an Academy which became the forerunner of many institutions of this kind in the next fifty years. Indeed, from the time of the Declaration of Independence almost to the breaking out of our Civil War, the Academy was the most widely distributed and best supported type of educational institution in this country. Organized to meet more practical needs and open alike to boys and to girls, with no thought of their future training in any other kind of school, it made an appeal, nevertheless, only to a limited class. It drew pupils usually from a considerable area, and it was necessary for many boys and girls to leave their own homes and to live in, or near the school in order to take advantage of its opportunities. Moreover, there was often a considerable charge for tuition, and this, added to the expense of living, shut out most children from such opportunities as it offered. A beginning was made, however, in a really democratic scheme of public instruction by the establishment in Boston in the second decade of the nineteenth century of a free, elementary, vernacular school for both boys and girls, and this was followed within a very few years by the establishment of the first English High School in the United States in Boston in the beginning of the second quarter of the century. In contrast with the schools already mentioned the high school was really for the people, giving a fairly generous opportunity in literature, history, mathematics, and such sciences as were then developed for school use. The example of Boston was followed by the establishment in the next 5 twenty-five years of similar public elementary and high schools in the more important cities on the Atlantic seaboard. Within the same period in certain states of the Middle West this ideal of universal school opportunity came to some recognition and especially in Michigan, Indiana and Ohio, definite steps were taken for the organization of schools as widely as was possible in what was then an undeveloped and sparsely settled section. By the middle of the nineteenth century we had come in this country to admit not grudgingly the value for all children, of schools not merely of an elementary, but also of a secondary grade. The establishment of state systems of schools was greatly furthered by the generous policy of the Federal Government in setting aside certain parts of the public domain to be known as school lands, from which, when sold, came considerable funds for educational purposes. These school lands and funds were not as a rule very wisely administered by the states east of the Mississippi, but the later organized territories and states further to the west, taking to heart the experiences of some of their eastern sisters, have been able to secure from this source what amounts in several cases to a magnificent endowment of public education. , In the storm and stress of our Civil War the National Government took an important step by affirming the principle of higher education, setting aside a great amount of public land in every commonwealth for the support of colleges of agriculture and of mechanic arts. These subsidies of land were later succeeded by grants of money in increasing amounts, and the national policy being strongly seconded by public opinion and public appropriations in our various states, we have today an unparalleled system of higher education in our state universities and land grant colleges. At the end of the first century of our national history we had therefore at least in theory, a complete system of public education of elementary, secondary, and higher grade. The opportunity for the maximum of training was free of all tuition charges to the great majority of our boys and girls. It is true, however, that in various sections of our country public sentiment tolerated a very backward condition of the schools, and particularly true that even where the principle of compulsory school attendance was recognized, it was applied to a very limited and unsatisfactory degree. It is true, also, that after the first few years of public schooling the majority of parents and pupils considered any further study as worth while only for boys who were looking forward to professional careers, or for girls whose mothers did not need their help in household tasks. As a result the public high schools which were originally organized to be a kind of peoples college came to be handled merely as preparatory schools for the university. Question for Discussion 1. Why were the American colonies slow to establish schools? 2. Does schooling pay? For the individual? For society? 3. Why was the Federal Government wise in giving appropriations to agricultural and mechanical arts colleges? Reading WeeksThe Peoples SchoolChapters 2, 3 and 4. JuddEvolution of a Democratic School SystemChapters IV and V. 6 III. THE SCHOOLS OF TODAY THESISDemocratic education means complete education, physical, mental and moral. We may fairly claim that in the United States at the present time there is a system of public education which offers a broad opportunity of free instruction for boys and girls. Any impartial observer will admit that our elementary teaching for children up to the age of twelve or fourteen is equal to that of any other land. As for our higher education, the number of our colleges and universities, the average quality of teaching, the variety of training which is there offered, and in all of our state institutions at the minimum! cost to the individual, suggests that nowhere else is a better opportunity granted to ambitious youth to prepare themselves in an adequate manner for the various professions and other highly technical occupations of modern society. The situation in our public high schools is not so clear. In no other country are so many young people getting instruction in free public institutions. At the same time if one examines more particularly what these boys and girls are doing in the high schools he will probably conclude that, relatively speaking, we have not in the United States developed as efficiently a scheme of secondary instruction as has been done both in the elementary and in the higher stages of education. He will probably be impressed by the fact that hundreds of thousands of American boys in our schools are under the exclusive control of women at a stage in their growth when they need to a considerable extent the firmer and more sympathetic handling by men, or at least a larger amount of direction by men teachers than is at present afforded. In comparison with other countries he will find that our high school teachers are insufficiently trained, of relative immaturity, and of no great permanence in the occupation of teaching. His conclusion will probably be that while American education is measurably effective at the two extremes it needs considerable development in the middle stage in order to meet the requirements of modern living. With this impression of the secondary schools it is likely that he will turn again to the earlier years and find there a considerable need of greater permanence in the teaching force and a better quality of teaching, which could be secured (a) through higher requirements of admission to the teaching force, (b) by more secure tenure of position and (c) probably, above all, by better pay. Beyond question he will be surprised and shocked to discover how inadequately the public school teacher is paid. If the children of the next generation are to receive as good a schooling as their fathers and mothers received, a very radical change will have to be made in the salary schedule in every community, large and small, rural and urban. The experience of the United States with the millions of men brought under governmental survey through the first and the second draft acts shows an amazing degree of illiteracy among adult citizens, whether of native ancestry or of foreign birth. This indicates, first, the failure of the country properly to consider the needs of immigrants and of their immediate descendants. We have long recognized the tremendous percentage of the foreign-born adult population of the country, but never before was the public drawn to consider the incalculable weakening of our national po\\yer 7 both in intelligence and in moral force through the failure to adopt systematic means of bringing these elements in our population to a fair degree of intelligence and comprehension of American life and its ideals. More astonishing has been the discovery that tens of thousands of young men of pure American ancestry have grown up in this country in the last twenty years without receiving the minimum of instruction necessary for the making of fairly intelligent and patriotic citizens. No more definite and concrete proof of a certain national failure in education could be found than the presence in the development battalions of our various cantonments of hundreds of young Americans unable or barely able to read and to write our native tongue. Compared with other civilized countries, we have long been lacking in the compulsory administration of public education. In the Scandinavian countries, for example, the percentage of illiteracy in the recruits who are summoned every year for military service is practically negligible, while the most favorable official reports of vr own country indicate that in the rough and the large we can find one child out of every four or five who is failing to secure the necessary minimum of schooling. If a democracy cannot exist half-slave and half-free, no more can it continue half-ignorant and half-instructed. One result of the present struggle should be a recognition of this fact, and a determination of all who have labored on the battlefield for the triumph of democracy to labor hereafter with much more devotion for a liberal, nay, even a generous, public educational policy. More money for the public schools should be the slogan of every soldier and sailor who has come in his military experience to feel the value of schooling, and every such one should determine that for his children and the children of his comrades this opportunity should not be limited in any way. If we turn again to any intelligent and impartial visitor from another land and ask him for other impressions of our schools, beyond doubt one response will be a wondering admiration of the way in which we have housed our children in admirably constructed buildings with constantly improving equipment. This recognition will hardly be extended to our rural schools, for these have always suffered from poor ventilation, inadequate heating and defective lighting, yet the present trend is towards schools satisfactorily housed, located favorably and surrounded by the various play-grounds, gardens and even farms which are now used to give the country child the most pleasing and effective introduction to his future occupation, if he continues to live under these rural conditions. Another point of commendation of American education is found in the broader conception which is now entertained of the responsibility of the school. Not so long ago we considered the duty of the teacher as summed up in the imparting of the minimum of knowledge in the so-called three Rs, reading, writing and arithmetic, the barest essentials of education. Now we consider the school as the entrance hall to life in which the richest, most comprehensive preparation should be given through a study, even if only elementary, of all the arts and sciences through which man has measurably conquered his natural environment and developed and made more favorable his social surroundings. In this enlarged view of the schools the physical handling of the children has gradually come to be a first consideration. Sanitary buildings, sound school programs, diversified activities, including those of the school gymnasium, and the out-of-door playground, were really a beginning in this direction. Soon came the careful medical examination 8 of pupils to discover and to correct as far as possible all physical defects, remedial treatment by school physicians and school nurses, the dentist and the aurist, the surgeon, the oculist, the specialist for the nose and throat, emphasizing the fact that health is the first right to every child, and therefore the first duty of the state, which supplements through the agency of the school what, on the whole, must always be, within the family, an insufficient attention to this supremely important need. The democratic principle of social inter-dependency is similarly observed in the attention w'hich society now gives to the schooling of the unfortunate. This class includes not merely those who are intellectually deficient or undeveloped in moral principle or control, but also those who are handicapped by physical defects. The blind, the deaf and dumb, the crippled children of our community are gradually being guaranteed that education and care which will best make them useful, intelligent and therefore happly citizens tomorrow. Perhaps enough has been said to suggest that one responsibility of every generation is the proper training of the next; that no money is more wisely spent than for this purpose; that nowhere else will it return such a vast increment in usefulness and happiness; that in the schools of to-day we find an increasing recognition of this principle and may fairly' claim that we are not falling unduly below what is expected in a modern state. Questions for Discussion 1. Why are teachers so poorly paid? 2. Do we need more men teachers? 3. What makes a good compulsory school law? 4. Who is responsible for a childs health ? 5. What does a free education include? Teaching? Books? Food? Clothing? What else? Reading WeeksThe Peoples SchoolChapters 5 and 6. LewisDemocracys High SchoolChapters 2 and 3. 9 IV. THE SCHOOLS OF TOMORROW THESISEvery man and every woman in a democracy should work and a democracys school should fit every child for some occupation. Someone has compared the system of public instruction to a great factory, organized for the working up of raw materials into the forms of greatest possible social use. If we ask what product the schools should turn out the answer comes promptly that it should produce intelligent, conscientious, patriotic, useful and happy citizens. In so far as usefulness and happiness depend upon intellectual training, moral discipline and civic preparation the schools have not been very unmindfuTof their principal function. The usefulness in these days, however, of every adult is coming to depend upon a definite preparation for a definite occupation, and if the individuals economic usefulness depends largely on such vocational training, no less will his future happiness. In the recognition and meeting of this need, the schools have been amazingly slow and one result of the present world conflict should be a determination hereafter to prepare within the public school system our boys and girls for the occupations which lie ahead of them in adult life. That we have been slow to see the imperative need of vocational training is after all not perhaps so surprising since the change in our industrial organization which gave rise to this need has been, itself, slow to develop. We are not far in this new country of ours front the time of household industries or of the small-town manufacture and exchange of products. At that stage the apprentice system was adequate to the economic demands and the life of every boy naturally fell into two parts, that of the school where he received a book preparation for life and that of the home where he was instructed in the elements of an occupation or a trade, whether this preparation was on the farm or in the town. Increasing use of machinery, concentration of manufacturing in congested centers of population caused the substitution of the large factory for the small work-shop; and the substitution of the machine to a considerable extent for the individual worker marked the passing of the apprentice system, which has almost entirely lost its function in current industrial society. When gradually a need appeared for the vocational training of youth in one direction or another the response in our American life came in the form of various emergency devices, meeting a momentary situation, but continued through one decade after another in a fashion which reflects seriously our lack of scientific handling of problems. In the great revival of business after our Civil War, for example, the need appeared for trained workers in business. Immediately came the business college, a typical example of American versatility and ingenuity and of American lack of scientific procedure in the meeting of new demands in social organization. Only after many years came gradually some more satisfactory forms of commercial training as they appear now in our public high schools, in various private foundations of a secondary grade and in the colleges of commerce which are being established in our higher institutions. In a similar fashion to meet the demands of various trades private enterprise organized schools of industry, some of 10 them giving the elements of instruction to immature and unschooled boys and girls, others gradually appearing, which offered more systematic and satisfactory preparation for technical activities. The system of public education presently admitted the need of industrial training for life and in addition to commercial schools, the technical high school, both for boys and girls was organized as well as agricultural schools, widely varying in aim. and equipment. What has been so far developed reveals that we must have an education adapted to a modern democracy, and a new program based on sound principles and corresponding to current needs. Certain conclusions are beyond dispute. Every child has a right to the fullest education. The degree of general education which he should receive is measured best by bis own interests and by the extent to which he responds to this schooling while it is being given. When the boy begins to stop caring for his books, to that extent he has touched the limit of his theoretical interest, and is unconsciously reaching forward to a more practical preparation for living. Private enterprises have to a great degree been taking young boys and girls at this point and training them for the needs of business. Nowhere do we find, nor can we expect to find that this is done with a primary thought for the development of these boys and girls into complete men and women. Employers instruct their help in order to turn out competent workmen; the state asks first for a complete man and then for a workman. To meet the demand for skilled workmen in modern society is a problem of great difficulty, and it can be solved only by centering upon its solution the keenest minds of the entire country. Such co-operation can be secured best through a state agency and the principal state agency for this is the public school. The objection can be made that already our schools have grown undue in their demands, that a boy who wants to become a doctor or a lawyer must go through many, many years of general and special schooling, and is not finally qualified to begin his life work until he has reached the age of twenty-five or thirty, and that any kind of vocational schooling will tend to delay the young man who needs to begin his wage earning at an early age. Beyond a doubt we have spent too much time on the elementary schooling of our children. Eight years have been used for the learning of the mere utilities of education, reading, writing and arithmatic, coupled with some knowledge of national history, geography, literature and the simple facts of natural life. All of this can very well be done within six years if we proceed further with the consolidation of schools, the improvement of the teaching force, and the simplification of the curriculum. If this amount of education can be effected in six years it should be done in that time. This will not mean that the mass of children will discontinue school at the age of twelve or thirteen. It does mean, however, that at that time, parents, teachers and pupils alike should seriously consider how many more years are to be spent within school in a preparation for life. Boys and girls who look forward to several additional years will begin here the studies which have hitherto been reserved for the high school period. Children who are seeking to become wage earners at the earliest appropriate time, may here begin a 11 three year vocational course, which will fit them for some specific occupation, This suggests a minimum of nine years of schooling for all children, and for the mass of children there will be no more than this period, which will be thus divided, six years for general and three for special training. The same general principle is to apply thereafter. At the end of what we are now coming to call the Junior High School, as including the eighth, ninth and tenth school years, an additional number of boys and girls will choose to begin their occupational training, a three years course, which will get them ready for some life work at the age of eighteen. Those pupils who go through a six-year secondary course of study will get within that time all the general education which is necessary to fit them for even the higher occupations of society, and therefore this re-organized six year high school course and the six year elementary school course will prepare young men and women directly for such professional training, as may be demanded for their future employment or chosen life work. In something like this way, and in no other way which at present presents itself, we shall be able to incorporate into the schooling of American boys and girls that element of direct occupational preparation for life, which we have recognized as being absolutely essential, and the absence of which represents today the greatest weakness in our national scheme. Let us not think that this involves the commercializing of public instruction. Rather will this plan result in a more efficient and widely distributed general schooling than is now the case, and compulsory education laws adapted to this plan will continue full-time schooling for every child up to the age of fifteen years. The mass of children who at this time begin to be wage earners will not be left without any further school instruction; on the contrary, society will expect, demand and secure both of the boys and girls and of their employers a part time schooling, amounting to ten or fifteen hours per week through1 the next three years. This school will be distinctly along the lines of the occupation they have entered, so as to increase both the theoretical and the practical ability of every worker, whatever the trade or occupation may be. Conclusions: Every child in this democracy shall have all the schooling he wants, free of cost. Every child must have the six years of elementary schooling. Every child that leaves school at fifteen years of age should have had three years of vocational training. Every boy or girl who begins wage-earning before eighteen years of age must attend school part time up to that age. Questions 1. Does vocational schooling pay (a) for the individual? (b) for the tax payer? 2. Should vocational schooling be compulsory? 3. Shall the community or the state or the Federal Government bear the cost of vocational schooling? 12 Reading SneddenProblem of Vocational Education. WeeksThe Peoples SchoolChapters 10 and 11. SmithEstablishing Industrial SchoolsPages 91-135. BloomfieldVocational Guidance of Youth. JuddEvolution of a Democratic School SystemChapters VII and VIII. 13 w Cl O' P Home or Infants School, (voluntary) Six-year Elementary School (Compulsory) 6 Diagram of a Democracys Schools METHODS The teaching force of the A. E, F. must arouse a vital, interest in the men for the new service to the nation on their return nome. lhe soldier's service in the A. E, F. has indirectly enlarged his vision through travel, through contact with men of other races, through glimpses of the culture of other pooples, through army discipline and through a new understanding of the common purposes of mankind. The instructor's service is to grasp the opportunity to present to the men the subject matter of citizenship in such a way that the men will become intelligent, controlling factors in the community to which they., return. Never before has there been such an educational situation as we have presented heremilitary power of a great nation deliberately planning to produce a higher type of citizenship through education of its armed force. Such a situation demands individual teaching initiative with the ability to use the material furnished in such a way as to utilize the community life ftf the men to fit them for the new conditions at home. Master the aims and methods given in Arthur William. Dunn's \"\"The Community and the Citizen\"\" in its introduction to teachers; reorganize them -o iit your particular conditions; use the subjects given at the end of each chapter for investigation as fen as they apply to your community and the interests of the men. Give as much original research and supplementary reference reading as is feasible, through individual reports, class discussions, debates, syllabi( lectures, cinema instruction, exmoits, reconstruction work in devastated areas. Grasp the corps morale to arouse an esprit de corps which will so get into the men and work them that they will not stand for any but the best things when taey get home. Measure your success by the amount of cooperation you secure and by the open-mindednesS with which they attack individual, new problems torough reference books or in community life. This syllabus is based on Arthus William DAnn's \"\"The Gbiamunity and the Citizen.\"\" I. Problems for American Citizens A. Satisfaction of needs chief problem of men 1. Individual needs 2. Social needs a. Community 1) Origin 2) Grow-oh 3Relationsknowledge of dependence on others 4) Obligations--knox^ledge of duties to others 5) Essentials of a community as applied to this commlnity of the A. E, F. ^ a) Government--through cooperation. Desires should be satisfied without unfair interference with the rights of othdrs. 6) Organize this community of the A. E. F. into a community for the study of citizenship. II. Social attempts at the solution of the problems of mankind through the evolution of governments of modern cities. A. The community of the A. E. F. tO' adopt the city pLan of government 1. Government a means by which acommunity may cooperate for the common good, B. Traditional types of city government 1. The direct government as in town meetings of New England and in county meetings of the South 2. Indirect government hy representatives elected by the people C?k Hew types of city government 1. Commission form of government 2. City manager form Proposed plan of representative city government traditional type for A. E. F. 1. Proposed elective public officers a. Mayor-administrative official b. City Council of nine members--_legistative ' c. Treasurer d. Comptroller e. Board of Education of five members Problems of city government 1. Growth of modern cities 2. Conflicting interests of citiesrequires police control 3. The rights of citizenshealth, etc., must be cared for 4. Duties of citizens 5. Making Americans of aliens 6. Transportation provided Through community conventions or election by direct primaries as the individual A. E. F. units decide 1. Elect city officials 2. Develpp city charters a. State control sometimes an obstacle to good city government b. City charters must provide means for hone3t, efficient government c. Much of government is made necessary in order to take the place of what is lacking in the .home life of the community . d. A tendency toward freer self^government--home rule in cities e. Discussion of charters of home cities of men f. Provisions for administration in charter for -5- 1) Protection of health--health department should include bureaus which will provide means for prevention of disease, of sanitary inspection, the disposal of garbage, rubbish, sewerage,, a plentiful supply of pure water, proper ventilation, etc/ 2) The Department of Public safety must -provide for the protection of property through a Bureau of Police 3) Department of Public works must provide Means of transportation, solve building problems throng street and building bureaus v 4) The Public Welfare department must solve the problems of a) Immigration b) Recreation c) Municipal marks' ts d) Charities e) Public libraries 5) Public education must be solved through small Boards of Education which will determine policies, provide a budget, and select an expert executive, 6) Production of revenue must be provided through taxation III. B. government , The state is divided into smaller units or counties for purposes of government 1. County officers 2, Administration of counties State constitutions 1. Development 2. Power of amendment 6- i D. State Alton ini strati on 1. Governor a. Selection b. Power c. Responsibilities 2. Other administrative officers a. Treasurer, state superintendent of schools, etc b. Departments and bureaus c. Selection, powers, duties. State Legislature 1. Legislative bodies a. . Duties b. Powers E. State judicial departments 1. City courts 2. County courts 3. Circuit courts 4. Supreme courts a. Duties b. Powers p. Expense of government met by taxation GQ Control by the people 1. Types through tradition and evolution ' 2. .New types a. Initiative b. Referendum c. Recall J * IY. National government A. Types of government 1. Absolute--irresponsible a, Examples--Kaiserdom, Czardom, Bol3hevikism 2, Positive limited--negatively unlimited a, Ex.-- United States limited by constitution, unlimited by law making power of representatives amd by action of courts/ 1) Slow application of peoples power 3} Absoluteresponsible a. National examples--England, France, In war time power of? premier absolute, in peace immediate appeal to\"\" people--as shown by lloyd-George and Clemenceau atpresent crisis b. City examples--selection of absolute administrative expert as city manager by the council, and superintendent of schools by the board of education E. C. Study critical period of the United States history 1, Articles of Confederation 2, Constitutional convention Adoption of Constitution 1. Powers given a. To the federal government b. To the people 2, Powers denied to the federal government, and to the people 3. Powers exercised concurrently 4, Provisions for 2, Executive power 1) Concentration in President 2) Veto power of President 3) Evolution of Presidents cabinet -8- b. Legislative power vested in Congress 1) Encroachment on the appointive power of of president 2) Civil service c. Judicial power vested in Supreme Court d. Systems of checks and balances 5. Evolution of unwritten constitution D. Study of the causes of the present war 1. Allies stood for public morality, honesty and fulfillment of obligations of treaties 2. Central powers belief in doctrine that might is right, in superman E. Problems of today 1. Cbmpart with problems of the period of reconstruc' tion 2. Rights and obligations of labor 3. Rights and obligations of capital 4. Rights and obligations of the community 5. Rights and obligations of women International relations A. Fundamental differences between the governments known as the Central Powers and those governments known as the Allies 1. The German doctrinea scrap of paper'*, fright fulness 2. The doctrine of the United States and her Allies--. .* integrity of nations, sacredness of treaties P. Brief discussion fundamental differences between government of the United States and her Allies 1. Chief differences in the character of constitutions of United States and England; France; Italy; United States Constitution written. Note; United States one of the youngest nations but has the oldest constitution. Democratic features of the United States Constitution; -undemocratic features. 24 Constitution of Great Britian unwritten; democratic . features; undemocratic features 3. Constitutions of France, Italy and the other allies 4. Differences in powers of the executives 5. Differences in organization and in powers of national legislatures 6. Differences in degree of centralization of government a. Contrast an American state with a French Department h. Contrast home rule of cities in .America with cities ofFrance and England 7. DlfferHQces in governmental attitude toward depend-. encies a. British colonial policy To,. American colonial policy c. French colonial policy C. Fact3 and figures regarding costliness of international wars 1. Estimate of cost of present war in lives 2, Estimate of cost of present war in property and money D. Development of friendly international relations 1. Cooperation of governments in suppressing piracy 2. Cooperation of governments in suppressing slave 3. Cooperation of governments in international postal . and telegraph, service 4. Growth of arbitration a. The Hague Conference b. Principal propositions of the League of Nations 6, Relations with South and Central America a. Monroe Doctrine -10- EE. Closer international relations after the War 1. Political 2. Cultural 3. Commercial F..= Racial and geographical dif ferences 1. Of the Balkan states 2, Of the former. Austrian Empire Statement regarding the ORGANIZATION AND WORK of the DEPARTMENT OF CITIZENSHIP of the ARMY EDUCATIONAL COMMISSION A. E. F.---Y. M. C. A. Prepared hy John A. Kingsbury, Director Paris, France December 6, 1918 SUMMARY OF ESTIMATE OF EXPENDITURES of tile DEPARTMENT OF CITIZENSHIP o f the ARMY EDUCATIONAL COMMISSION A.' E. F.---Y. M. C. A. For the ten months' period, January 1 to October 31, 1919. Franca 1. Personnel, salaries, living expenses, etc. 2,148,748.90 2. Construction and 1,221,000.00 222,000.00 operation of exhibits 3. Printing and distribution of literature 2,062,500.00 375,000.00 440,000.00 80,000.00 587.224.89 106.788,16 # . 4. Cinema films 5. Contingent This estimate does not include anything for overhead nor for transportation of personnel to and from France. It includes nothing for moving picture machines. It assumes that all the general services of the Y. M. C. A. will be available for the Department of Citizenship as for other Y. M. C. A. activities, and that the cost will be charged against this department but included in the budget. Statements regarding i * the ORGANIZATION AND WORK of the DEPARTMENT OF CITIZENSHIP of the. ARMY EDUCATIONAL COMMISSION A. E. F.---Y. M. C. A. I. INTRODUCTION General Order #192, paragraph 1, issued hy General Pershing October 31, 1918, states that: V \"\"The Young Men's Christian Association, through the Y. M. C. A. Army Educational Commission, has organized, -pith the approval of the Commander in Chief, an educational system charged with the standardization of educational methods and the establishment of schools for instruction of officers and soldiers in all of the larger posts, camps and hospitals of the American Expeditionary Forces.\"\" The order further provides that in compliance with the provisions of A. R. 449, \"\"post, regimental or detachment commanders will establish post schools in all posts, cantonments, hospitals or rest camps, or areas which have a constant population of five hundred or more soldiers,\"\" and that \"\" action will be taken under the provisions of Army Regulations to secure proper rooms, heating, lighting, equip- fc ment and service, when same is not otherwise provided.\"\" The post schools are to be controlled by post commanders as to \"\"discipline, attendance, sanitation, and, in the absence of volunteer civil agencies, instruction; but such instruction will conform to the approved system of the Y. M. C. A. Army Educational Commission, and -2- such schools will he subject to inspection and supervision as to methods, results and subjects of instruction by properly authorized agents of the Y. M. C. A. Army Educational Commission. The order further provides that wherever practicable \"\"the buildings, organization, equipment, maagernent and other facilities provided by the Y. M. C. A. Army Educational Commission will be utilized as the post schools by commanding officers. In such case, l the duties of the commanding officer will be limited to those necessary to proper discipline, sanitation, and regulation cf attendance; and the duties of the school officer of the post or camp to liaison with the Y. M. C. A. War Educational Commission's agent, and superintendence of discipline, attendance and sanitation of the post schools under the direction of the commanding officer.\"\" It directs the commander of each of the various army units to appoint a qualified member of his staff as a school officer, who is charged with certain duties of supervision as hereinafter provided. Attendance of the post schools is made voluntary for officers and soldiers except in so far as special instruction is required in subjects which the commanding officer \"\"deems necessary to the interest of the service, or in the case that individual soldiers require special mental or physical education to fit them for their duties as soldiers or citizens.\"\" The order provides, however, that students who have entered any unit of the course of instruction, will be required to complete that unit. Should military duties interfere with the completion of of any course, a transfer card will follow the soldier showing subjects * studied and progress made. This card will go with the soldier's service record, and, when opportunity again presents itself, the soldier is expected to again enter a school in. the course which he has previously studied. \"\"On satisfactory completion of a given course a certificate of proficiency will be issued by the Y. M. C. A. Army Educational Commission and countersigned by the Local school officer.\"\" The order further provides that instruction is to be standardized as to \"\"textbooks, courses, records and requirements in accordance with the^ system arranged by the Y. M. C. A. Army Educational Commission, approved by these headquarters. It will comprize the follow- ing subjects: French language History, character and institutions of the people of the Allied nations Causes of the war and America's participation Civies Courses in common school subjects Special courses for examination for promotion. At places where civil organizations have provided the necessary facilities the following may be included; Special corresponden.ee and university extension courses Physical education Additional subjects authorized by these headquarters.\"\" J Finally \"\"The Fifth Section of the General Staff is charged with liaison with the Y. M. C. A. Army Educational Commission in all matters relating to Army education\"\" and it is provided that this order is to be in full effect on the 1st of January, 1918. -4- In order effectively to translate into action the provisions of the above order, the Array Educational Commission has organ- ^ ised a department charged with responsibility for instruction in each of the principal subjects mentioned. The subject of Civics is entrusted i to the Department of Citizenship. The Department of Citizenship, as its name indicates, takes a broad and practical view of the subject called Civics. The course of study and instruction to be undertaken by this department will be only incidentally academic. It will consist rather of a practice' training for citizenship. Its instructors will realize that the students with whom they work are not boys but men: men who have already shown willingness to leave their families and homes to fight for a great cause; men who have freely offered to lay down their lives in a foreign land for the greatest of all civic ideals--liberty and freedom; men who have learned in full measure the minutia of the machinery of war, created by the obligation of citizenship to defend all those things which are sacred to it. These men are about to return home to fight \"\"the savage wars of peace\"\". They are as anxious to learn the minutia of government necessary to fit them for their duties as citizens as they were to acquire the skill and training which made them fit to perform their duties as soldiers. Many of them have not had the opportunities which the obligations of citizenship involve,' ethers seek a better understanding not only of our own > government but of the other governments with which we are now more intimately associated. The Department of Citizenship, through its executive staff and its corps of instructors, will endeavor to offer practical courses in training for citizenship; courses which will meet -5- the intellectual demands and requirements of the officers and men of the American Expeditionary Forces; courses whose aims and purposes will stimulate the civic ideals by methods calculated to create the maximum amount of interest in a large and important subject matter in the shortest possible space of time. The whole aim and purpose of this course is based on the assumption that we are going to be living in a democratic world after the war and that every sovereign citizen will want to have a thorough understanding of those democratic aims and a better intellectual equipment to enable him to play his part. The following outline deals with a somewhat detailed statement of the aims and purposes of the Department of Citizenship; it indicates the content of the principal topics to be \"\" taken up; and is followed by a discussion of methods and procedure?, and mentions certain equipment which will be essential; it indicates the type of personnel which the department will endeavor to secure; it shows in broad outline the plan of organization and presents a budget .estimate of the probable cost of carrying on the work of the Department of Citizenship for the ten months ending Oct.31, 1919. II. AIMS AND PURPOSES The broad aims and purposes of the Department of Citizenship include the following: 1. To intensfy the interest of the officers and - men of the American Expeditionary Force in the opportunities and obligations underlying ** citizenship 2. To interpret these opportunities and obligations to the officers and men of our army in concrete conceptions of the application of the ideals of democracy, liberty and justice in the everyday affairs of government -6- 3. To cultivate in the students an attitude of constructive, democratic effort through 45 municipal, rural, atate and national administration, by means of which governmental policy expresses itself 4. To inculcate an. intense and intelligent interest in issues, men, methods and machinery of government; All this to the end that out country and our world after the war may be one in which a greater measure of justice--individual, I political, social and industrial--will be meted out to men; a world in which there will be a more even distribution of domestic, community, national and international opportunity and happiness; a country and a world in which, in fact, we shall live for the purpose of promoting the general welfare of our generation and of our posterity, V III. CITIZENSHIP--ITS OPPORTUNITIES AND OBI IGATIOKS The opportunities and obligations underlying citizenship, v/hich the department aims to interpret to the officers -and men of the American Expeditionary Force, may be classified under the following main divisions: 1. The obligations to one's home 2. The obligations to one's local community 3. The obligations to one's state 4. The obligations to one's nation 5. International obligations. f 1. THE OBLIGATIONS TO ONE'S HOMS; including not only his family, but also his immediate circle of friends and neighbors, obviously are included in the teachings of Christianity, and are embraced by the common law and statute law. The practice of Christianity in one's' 7 7s life and dealings with one's family and one's friends and neighbors is the first obligation of every good citizen. Moreover when that ob ligation is fully met practically all others are covered or naturally follow. To be more specific, however, the obligations to one's home which directly or indirectly should be indicated as fundamental to good citizenship, include: a. Loyalty to family and friends b. Frankness with consideration to others feelings and opinions o. Temperance and moderation in all things d. Patience and tolerance e. Cheerfulness and kindliness f. Generosity with judgment and discrimination g. Energy and thrift, as means but not as ends h. Honesty and the prompt payment of all debts, financial and otherwise i. Avoidance of waste and ostentation j . Respect for simplicity, and contentment with the simple life k. Cultivation of proper respect and regard for reasonable discipline and order on the part oj~ children Prevision for recreation, play, fresh air, and sunshine m. Making the home physically as well as spiritually K beautiful, not only for the sake of one's family but for the sake of one's friends and neighbors n. Providing the home with conveniences as well as reasonable comforts o. Having the proper regard for the principles of hygiene and sanitation. The above enumeration of some of the most important oppor- -8- tunities and obligations in one's home life relate mors particularly to the development of the character of the individual and pertain more directly to the religious and spiritual life than to what is ordinarily thought of under citizenship. Most of these underlying obligations are undoubtedly fully covered in the religious progiam of the Young Men's Christian Association, which is being carried out by another department, therefore it is unnecessary for the Department of Citizenship to undertake the development of any specialised work of this nature. A training in these fundamentals of character are assumed as a prerequisite to citizenship. All citizenship work must assume an understanding and a genuine appreciation of the obligations which one owes to his home, to his immediate family and his circle of friends. Throughout the course in citizenship these matters will be treated incidentally from time to time, and will, of course, be deferred to and stressed wherever necessary, but in such a manner as not to be resented by officers and men of the army. The last four headings above will be treated under the obligations to one's community on the ground that they are necessary to make the family a desirable unit of the body politic. 2. THE OBLIGATIONS TO OHSS lOOAu COMMUNITY require, in addition to such simple rules of personal action mentioned above', other more obvious but indispensable rules governing public duty and public morality, among which may be included the following: a. Active and unselfish interest in the affairs of the community b. Sympathetic interest in the affairs of all members of the community, particularly the less fortunate c. Participation in the management of public affairs (1) Participate in local organizations such -9- i b as good government leagues, chambers of commerce, etc. 2. Taking part in primaries and other official add semiofficial party meetings 3. Registering and voting, after careful consideration of both men and measures 4. Aiding, from time to time, in the presentation of the true facts and issues to the voters of the community 5. Voting and honestLy and efficiently administrating any public office to which one is called, but not seeking office for selfish ends. d. Active participation in voluntary and governmental movements to promote the following community activities; 1. Good schools, which should include (a) The selection of properly qualified teachers (b) Sanitation and adequate equipment adapted, to the health and physical needs of growing children (c) Open air schools for children predisposed to tuberulosis (d) A modern curriculum for both elementary and secondary schools, including proper training for citizenship and vocational training. 2. public health, including measures to secure (a) Prevention and control of infant mortality (b) Prevention and control of tuberculosis (c) prevention and control of other communicable diseases (d) Medical school inspection and higher standards of child hygiene (e) The keeping of complete vital statistics as one factor to be utilized in general -10- public health education (f) A clean milk supply (s) Protection of other food supplies (h) Pure water supply (i) Safe and economic sewage disposal and garbage (J) Popular education as to public health ideas pr ac t i c al 3. Efficient public charities, including measures, and institutions' rob 'the nunahe care, treatment and protectidn of (a) Foundlings, illegitimates and their mothers (1) Neglected, destitute and delinquent children (c) The imbecile and the feebleminded (d) The insane and the inebriate (e) The temporarily homele ss (f) The unemployed and the unemployable (h) The sick and the injured (i) The aged and the infirm (J) Ihe poor and the pauper dead. These measures and institutions Y/ould embrace: (a) Childrens hospitals; hospitals for adults, both acute and chronic (b) Cottage homes for the aged and infirm (o) Farm colonies for inebriates, for tramps, for vagrants and for the semi-ablebodied (d) A psychiatric institution for the observation, study and segregation of mentally ,. 25 \"\" 35 3 Bur9au of Public Welfare -J < Chief Assistant Chiefs Secretary to Chief Secretaries to Assistant Clerks -ecturers Chiefs 1 1 1 2 5 16 26 4. Bureau of Public Works Chief Assistant Chief Secretary to Chief Secretary to Assistant Clerks lecturers 1 1 1 1 3 8 5, Bureau of Public Safety Chief 1 Assistant Chief 1 Secretary to Chief 1 Secretary to Assistant 1 Clerks 3 Lecturers 8 15 6. City planning and Housin, Chief 1 Assistant Chiefs 2 Secretary to Chief 1 Secretaries to Assistants 2 Clerks 6 Lecturers 25 37 7. Government, City, State and Nation Chief 1 Assistant Chiefs 2 Secretary to Chief 1 Secretaries to Assistants 2 Clerks 6 Lecturers 25 37 -33 8. International J Chief J-Assistant Chiefs 2 Secretary to Chief 3-Secretaries to Assistants 2 Clerks 6 Lecturers 25 8. Labor Problem and Industrial Relations Chief Assistant Chief Secretary to Chief Secretary to Assistant Clerks Lecturers 1 1 1 1 10. Reguirements--Exhibits, Films, literature, etc. Chief 1 Assistant Chiefs 2 Secretary to Chief 1 Secretaries to Assistants .2 Clerks ^-0 Exhibitors 25 41 In addition to the above there will be a number of operators., demonstrators, lecturers and writers. These should probably include experts on education, experts on public health, experts on public charities, experts on agriculture, experts on forestry, experts on public vj-orks, experts on public highways, experts on taxation and budget making. These experts should all be selected with special reference to their ability to popularize their respective subjects. They should be selected as far as possible from volunteers and probably some of them are already in the service of the Y. M. C. A., or in the Army. As soon as the Director for this work is selected and the rough outline of the program agreed upon, a competent assistant should be chosen in America to catalogue all existing moving picture iilms, lantern slides, pamphlets and leaflets and other literature which may -34- be converted, into material for this Bureau. He should be instructed by cable to get into touch with the best scenario writers, title writers J and moving picture producers, for the purpose of arranging for the production of one or more great films, dedicated especially to this undertaking. If possible, a man like Griffith, who produced \"\"The Birth of a Nation\"\", should be enlisted in the service to produce one or more films which would catch not only the officers and men of the A. S. F., but capture the citizens of our home communities as well. Men like Irving Cobb, Ellis Parker Butler, and other popular writers and illustrators like Charles Dana Gibson, Balfour Kerr, Arthur Young and others ought to be pressed into the service to prepare telling illustrated leaflets and popular pamphlets dealing with the subject of citizenship. To avoid loss of time, some big man ought to be selected, with sufficient ''M funds at his disposal to enable him to proceed at once to catalogue and collect this material and to interest the right people in the production of new material. . SUGGESTED PERSONNEL It'is difficult to say just what personnel one would need at the outset, or just where it could be secured. It is more than likely, however, that almost any man in America who is ,not already carrying a very heavy load of responsibility in connection with the war, would be willing to give up a portion of his time to participate in such an undertaking as the Y. M. G. A. contemplates. Simply by way of memoran-4 dum, there is herewith appended a list of names of the type of men who would be interested in such a service and whose services would be invaluable if they could be secured: -35- 1. Prof. John Dewey, Columbia University 2. Prof. Davis S. Snedden, professor of Educational Sociology, Teachers' College, Columbia University; formerly Commissioner of Education of the State of Massachusetts 3. Prof. Franklin H. Giddings, Professor of Sociology, Columbia University 4. Hamilton Hdtl, editor of the \"\"Independent\"\" 5. William Allen White, editor \"\"Emporia Gazette\"\", Kansas 6. Raymond Robins, formerly of the \"\"Men and Religion Forward Movement\"\" 7. Ray Stannard Baker, of the American Magazine 8. Owen Love joy, of the American Child ^abor Committee 9. Prof. Jeremiah W. Jenks, Cornell University 10. Gifford Pinchot, formerly Chief of Forestry, Washington, D. C. 11. prof. James T. Shotwell, professor of History, Columbia University 12. Dr. Charles Beard, of the Bureau of Municipal . Research, New York City 13. Richard S. Childs, Short Ballot Association, New York City 14. Henry Bruere, Formerly City Chamberlain, New York City 15. Prof. Samuel HcCune, Lindsey, Columbia University. IB. Hon. William JA Doherty, formerly Deputy Commissioner of Charities of New York City 17. Dr. Edward T. Devine, Columbia University, formerly director of School of Philanthropy, New York City 18. Hon. Stanley H, Howe, formerly Deputy, Commissioner, Public Charities, New York City -35- 19. Rober.t S. Binkard, formerly Secretary of the City Club, New York City 20. James H, Hutchins, Business Manager, New York , Association for Improving the Condition of the Poor, and expert on exhibits 21. Prof. C. E. A. Winslow, expert on public health, professor in Yale University 22. Dr. Donald B. Armstrong, formerly director Public Welfare, National Association for Improving the Condition of the Poor 23. Prof. George D. Strayer, professor of school administra tion, Teachers' College, Columbia University 24. Charles Fouquet, manager of the Cadillac Company, New York City; formerly in charge of the New York City and State Exhibits at the Pan-American Exhibition, San Francisco, California 25. Dr. Gardner T. Schwqrtz, Health Officer, State of Rhode Island 26. Dr, H. D. Pease, of the lemerlie -laboratories, New York City 27. Hon. Leonard Walstern, formerly Commissioner of Accounts, New York City 28. Judge Ben -lindsay, Judge of the Juvenile Courts, Denver 29. Mrs. Florence Kelly, National Child labor Committee 30. Dr. Walter E. Weyl, author of \"\"The New Democracy\"\", \"\"American World Policies\"\", etc. 31. Raymond V. Ingersoll, formerly Commissioner of Parks, New York City . 32. Fredrick law Olmsted, landscape Architect 33. Hon, George Bell, Formerly Commissioner of 1icenses 34. Hon. Paul Wilson, formerly executive secretary to Mayor Mitchell, New York City 35. Dr. John S. Billings, formerly Deputy Commissioner of Health, New York City 36. Dr. George H, Golar, Commissioner of Health, Rochester, New York City -37- Dr. Hoyt Dearholt, Milwaukee Mr. Joseph T. Ailing, Rochester, N. Y. Hon. John T. Peatherston, New York Dr. Walter E. Fernald, Supt., State School for Feeble Minded, Waverly, Mass. Hon. Oscar S. Strauss, General Manager of the Public Service Commission, New York State Hon. Thomas Mott Osborne, formerly Warden Sing Sing Prison Dr. George W. Kirchway, formerly Dean of Law School of- Columbia University Mr. Frank Aydelotte, Commissioner of Education training, War Dept., Washington, D. C. Sec. Houston, Secretary of Agriculture, has done admirable work with exhibits, movies and other popular educational methods. He has a number oftraveling exhibits planned to be shown in railway coaches in connection with movies, display charts, etc. Uharles R. Crane, Edward Feline, Mr. Justice Brands is woiald be helpful in getting this matter before the Secretary of Agriculture. Mr. Edward Feline would also be an admirable man to consult in regard to educational materials and mthods, and especially in regard to competent personnel. Mr. Felix Frankforter would also be extremely helpful in suggestions relating to this whole program Judge William H, Waddams, interested in League to Enforce Peace. . Mr. Short, Secretary to above league Mr. Hamilton Holt, editor of \"\"The Independent\"\" interested in above league -38- | Hi33 Bertha Tomlinson, at .present with. Red Cross in France, interested in above league Norman Hapgooo., ini luential in national administration, could assist especially in speeding passports and in suggesting personnel, and in getting\"\" educational material fromthe government. He is especially close to Sec. Houston, from whom we desire to get special exhibits Ellis Parker Butler, author of \"\"Pigs is Pigs\"\" etc, and Irving Cobb and other popular writers to write popular, illustrated stories on government, similar to those used in the Mitchell campaign J. R. Commons, University of-Wisconsin, interested in labor problems President Walter E, Clark, University of Nevada, would speak especially on public finance, and would give popular lectures on tariff,., trust, immigration, and labor problems Clinton Rogers Woodruff, National Municipal ^eague Lawson Purdy, same as above Dr. S. Adolphus Knopf, popular lecturer on tuberculosis Dr. Wood3 Hutchinson, lecturer on public health Dr. E, E. Ross, University of Wisconsin, interested in general sociology Robert Shantun, Columbia University, interested in introductory sociology Prof. Chaddock, C0ium-bia University, interested in popular interpretation of statistics Edward G. Miner, Rochester, N. Y., nrofessor of charities (suggested by Frank E. -Wing) Dr. Sinclair Drake, Sec. State Board of Health, Springfield, Ill. Expert on exhibit preparation and equipment, well-known to Dr. Evans i 66. Paul Kennedy, Committee on Public Information, has Citizenship Film / 67. Ernest Pool, Same as above co iQ : J. Allen Smith, same as above 69. Prof. Irving Fisher, author of Metropolitan Pamphlet, \"\"How to iiive Long\"\" 70. J. S. Slicher.of Leslies Weekly (L. S. Kirkland, special correspondent) 71. C. G. Routzchin, in re exhibits 72. Gardner T. Schwarts, in re exhibits. Has special charts on typhoid, tuberculosis, etc. 73. Ben Marsh, exhibits 74. John B. Andrews, social insurance 75. I. N. Robinson, social insurance . 76. Lee K. Frankell, social insurance 77. Miles Dawson, social insurance 78. Gifford Pinchot, National Conservation Association 79. Charles R. Beard, Bureau of Municipal Research, New York City CD o Samuel Lindsey, same as above 81. r - Henry Bruere, same as above 82. E. P. Goodrich, same.as above 03 03 Leo Frank, formerly with Filene of Boston,, author of Peace Table Talks -3* 00 Richard S, Childs 85. * Lt. Col. Snow, National Social Hygiene Association, has a very real health film \"\"Fit to Fight\"\" 86. E. A. Winslow, New York Department of Health co John Daniels, National Tuberculosis Association While there are almost insuperable difficulties to the organization of the Department of Citizenship and the carrying out of the above program outlined for its organization, it is believed that those difficulties may be overcome. If it were necessary to build up an entirely new organization, to manufacture new cinema films, to develop and construct new exhibits, to write entirely new educational pamphlets, to train a completely new staff of lecturers and popular speakers, our task would doubtless be too difficult to accomplish in the short space of time at our disposal, and in view of the many almost insurmountable obstacles due to the fact that the world has been at war for the past i four years. Fortunately, however, there are in America well-organized associations and societies with years of practical experience back of them in this very field of popular education; such associations, for example, as the American Public Health Association, the National Association for the Study and Prevention of Tuberculosis, the American Social Hygiene Society, National Child Welfare Organization , National Association for the Prevention of Infant Mortality, the American Institute for Public Safety, the Committee on Safety, the ^ational Municipal League, the Short Ballot Association, the National League to Enforce Peace, and a host of ethers equipped with moving picture films, exhibits, literature, and trained lecturers. These associations usually have the various conflicting points of view represented on their boards of managers, and deal primarily in fundamentals, upon which there is a substantial consensus of opinion. They have a certain financial backing which might be drawn, upon in. emergency. They have trained personnel giving all or part time to their various specialties in. citizenship and social service . They are obliged each year to spend a considerable part of their budget to secure audiences, and it is doubtful whether any one of these organizations reaches more then a few hundred thousand people in the course, of a year. Undoubtedly any or g.an. iz at ion in America whiich exists for the purpose of popular education along the lines of citizenship would welcome such an opportunity as the Army Educational Commission of the Y. M. C. A. is prepared to offer. Doubtless the pick of the best organisations in America would be available to take up this work in France with the American. Army almost immediately, and the trustees of the organization would, in all probability, consent to the use of the best educational material in their possession. These organizations are all mobilized; they are equipped; they could begin their work with the American Army immediately upon arrival in France. For example, the League to Enforce Peace might very well become the Bureau of Intern at ion al Relations of the Department of Citizenship. The National Municipal League would probably welcome the opportunity to become the Bureau of Governments. The Public ^ealth Association would be glad to take charge pf public health. In any event, it may confidently be expected that a number of these national and state organizations would willingly participate in such a great educational program with reference to training for citizenship, and would be willing to accept a proposal to take charge of a certain section of this work in the Y. M. C. A. and thus to ensure the success of the undertaking of the department on a considerable scale in the briefest possible period of time. VI. BUDGET ESTIMATE The difficulties of forecasting the budget for the Department of Citizenship are many. Peace is upon us and the Army is already beginning to move toward America. We do not know how many divisions v.till be lei t in France after peace is declared.. We do not kno?/ where these divisions will be stationed. We do not know how many \"\"schools\"\" i f we can organise. We do not know how many halls or huts will be available for moving pictures and for lectures. We are not absolutely certain just how many exhibits or moving picture films are already available or ho?/ many we shall have to develop, nor have we exact information as to costs. With the present restrictions on the manufac-tire of paper and the difficulties of securing rapid printing, it is not easy to say definitely what vie can do with respect to our literature supply. It is not possible at this distance to ascertain just what personnel can be secured or what the personnel ?/ill cost. Some will have to have salaries if they sacrifice what they are doing now. We are confident, hov/ever, that many will be glad to come as volunteers. Others will be glad to come at moderate rates. Notwithstanding all these difficulties and uncertainties, we believe that the budget herewith attached is a reasonable estimate of the cost of operation covering a period of ten months ending October 31, 1S19. If seventy-five percent of5 the program could be achieved within the total figure of this estimate the cost would be a reasonable one, The estimate is based on the most accurate information v/hich we have been able to secure under the circumstances. It assumes that we shall be able, to reach a considerable portion of the A, E. F. before the men embark for America. It assumes further that there will be an army V of at least one half million men in France for six months or more. It is based on the assumption that the Y. M. C. A. huts will be available and that there will be many army barracks and tents ?/hich can be used as well as halls and other public build.ir.gs in the cities where units of the Army are stationed. There are l&tipQ y. M. C. A, huts, although (TO many of these we realize are too small for exhibition. There are, however, eighty type B huts which have capacity of from 800 to 1200 men, $ and which would undoubtedly accommodate the large exhibits. In addition to these wfe shall no doubt be able to make use of halls, hotels, and other places run by the Y. M. C. A/, particularly at Bordeaux, Brett and in other iarge cities. This estimate of personnel, of moving picture films, of literature and the exhibits, -is based upon the assumption thfct we shall be able to use these huts, halls, tents, etc. in whatever measure available. The costs are based on practical experience of the Rockerfeller Commission American Red Cross and the Y. M. C. A. in France. 4 * -44- SYNOPSIS OF PLAN OF WORK FOR A DEPARTMENT OF CITIZENSHIP AB2.IT EDUCATIONAL commission. A. E. F. Y. M. C. A. Prepared by John A. Kingsbury, Director, Paris, France. December 6, 1918. I. INTRODUCTION In order effectively to translate into action the provisions of General Orders #192, issued by General Pershing on October 31, 1918, the Amy Educational Commission has organized a department charged Tilth the responsibility for each of the principal subjects mentioned in the above orders. 9 The subject of Civics, which is broadly interpreted as a train- ing for citizenship, is entrusted to the Department of Citizenship. The whole aim and purpose of the training for citizenship is based on the assumption that we are going to live in a democratic world after the War; that every sovereign citizen will want to have a thorough understanding of those democratic aims; a better intellectual equipment to enable him to play his part. H. ABiS AND PURPOSES 1. To intensify interest in the opportunities and obligations underlying citizenship. 2. To interpret citizenship obligations in concrete application of ideals * of democracy, liberty and justice in every-day affairs of government. 3. To cultivate an attitude of constructive democratic effort through municipal, rural, state, and national administration by means of which governmental policy empresses itself. To inculcate interest in issues,^men, methods and machinery of government. 4. -2- IIi. CITIZENSHIP ITS OPPORTUNITIES AM? OBLIGATIONS. 1. Obligations to one's hone. a. Practice of teachings of Christianity in one's life and deal-l f ings with one's family, friends and neighbors. (Here follow an enumeration of the more specific obligations to one's home, which are fundamental to good citizenship. These, however, relate primarily to spiritual life and character development. This is subject matter of the religious program of the Y. M. C. A. Therefore, the Department of G Ditizenship will not develop specialized work under these heads, but will deal with them incidentally. 2. Obligations to one's local community. a. Active and unselfish interest in affairs of the community. b. Sympathetic interest in affairs of all members of communi- ( ty, particularly the less fortunate. c. Participation in the management of public affairs. d. Participation in public movements to promote in the community: (1) Good schools, whose aim is to prepare children for citizenship; that is, for life in their own time and in their own locality. (2) Public health, including measures to secure: (a) A clean milk supply. (b) Pure water. (c) Safe and economic sewerage and garbage disposal. I (d) Protection of food supply. (e) Prevention and control of contagious diseases. (f) Prevention and control of tuberculosis and other communicable diseases. 7- (a) In suppressing piracy. (b) \"\" 11 slave trade. (c) In international postal and telegraph service. J 8. Closer international relations after the War. (1) Political (2) Cultural (3) Commercial f. Racial and geographical difficulties. IV. METHODS 1. Class instruction and other academic work. 2. Cinema and stereopticon. 3. Graphic exhibitions. 4. Popular pamphlets and leaflets. 5. Popular lectures. 6 Demonstrations. V. ORGAHIZATIOrl 1. General supervision and administration. 2. Bureau of Public Health Education. 3. Bureau of Public HeIfare Education. 4. Bureau of Public Porks Education 5. Bureau of Public Safety Education. 6. Bureau of City Planning Education. 7. Bureau of Governmental Organisation. 8. Bureau of International Relations. 9. Bureau of Labor Problems and Industrial Relations. 10. Bureau of Requirements. VI. SUMMARY AI'ID BUDGET ESTIMATE. -3- r * (g) The keeping of complete vital statistics to be utilized in general public health education. (h) A continuing reduction in the rate of infant mortality. (i) Higher standards of child hygiene. (j) Advanced knowledge by means of original research, or by collection and collation of the results of modern research, as a basis for improved methods of sanitation and public hygiene. (3) public Charities, including measures and institutions to provide for the humane care, treatment and protection of: (a) Poundlings and illegitimates. (b) Orphaned, dependent and delinquent children. (c) The imbecile and the feebleminded. (d) The insane and the inebriate. (e) The temporarily homeless. (f) The unemployed and the unemployable. (g) The tramp and the vagrant. (h) The sick and the injured. (i) The aged and the inform. (j) The poor and the pauper dead. These measures and institutions would embrace: (a) Childrens hospitals; hospitals for adults, both acute and chronic. (b) Cottage homes for the aged and infirm. (c) Farm colonies for inebriates, for tramps, vagrants, and for the semi-ablebodied. (d) A psychiatric institution for the observation, study and segregation of mentally disturbed patients, and for the care of such persons pending admission to county or state institutions. (e) Cottage institutions for the care of the feebleminded, pending admission to a state institution. (f) Municipal lodging houses for the temporary care of the homeless and unemployed. (g) Public employment bureaus. (h) A humanely appointed and administered municipal mortuary. (i) A childrens clearing bureau and temporary home for the study, diagnosis, treatment and segregation of dependent, neglected and delinquent children pending final disposition. (j) Children's Home Bureau for finding suitable homes for boarding and placing children in them under supervision. (4) Public works, covering a considerable catalogue of community projecTs~artcT\"\"activities, chief among which are: (a) The construction and maintenance of waterworks and sewerage systems, (b) Paving streets. (o) Laying and supervising gas mains and conduits. (d) Maintaining street lights and possibly a municipal lighting system. (e) The upkeep of bridges and the operation of public ferries. (5) Parks and playgrounds and Public Recreation, including: (a) Public parks. (b) Public recreation centres. (c) Comfort stations. (d) Rest rooms. (e) Recreation piers. (f) Public danoe halls. (g) All other public amusements maintained by the community. (6) Correctional Institutions, which should include in addition to ordinary jails, institutions for modern correctional work, such as: (a) pfork houses. (b) penitentiaries for short term prisoners. (c) Reformatories for mail adult offenders. (d) Separate \"\" \"\" female \"\" \"\" -5- (e) Industrial and farm colonies for the humane treatment and correctional care of juvenile offenders. (7) Police Protection, which should include not only the maintenance of orderand the detection of crime, but such constructive social services as: (a) The regulation of traffic. (b) Assistance and information to passing citizens. (c) Sympathetic oversight of child life in city streets. (d) Probation work for first offenders. (e) Parole work among paroled prisoners. (f) Friendly advice to the poor regarding public and private institutions which exist for their benefit. (g) Advising and directing the unemployed. (8) Fire Protection, including the maintenance of: (a) A well trained and disciplined fire fighting force. (b) A chain of well located fire stations. (c) Complete modern motor equipment and apparatus. (d) A well organized bureau of fire protection. (e) A thoroughly trained force of inspectors. (f) Occupational work to employ the idle hours of firemen. (9) A Budgetary System, with complete publicity for all financial\"\" Transactions of the community-purposed, current and completed. 3. Obligations to one's State The obligations under which a citizen of a state is placed are similar to his obligations to his local community. fhe outline content of this part of the course, therefore, is similar to the above, with obvious modifications relating especially to rural life and to special state functions. This subject is treated in s|cme detail in the text, hence the details of outline will not be repeated here. -6- 9 * 4. Obligations to one's nation. These constitute the highest and heaviest social obligations imposed upon the citizen. To meet them requires the purest patriotism, and the highest devotion, and at times the greatest sacrifice which a citizen is called upon to make. Thi3 subject is worked out similar;.to the outline in paragraph 2 above. For the sake of brevity, details will not be given here. 5. International obligations. a. Fundamental difficulties between the governments known as the central powers and those known as the allies. (1) German doctrine. (a) \"\"Scrap of Paper.\"\" (b) Frightfulnes s. (2) Doctrine of the United States and her allies. (a) Integrity of nations. (b) Sacrednes3 of treaties. b. A brief discussion of fundamental differenoess between the government of the United States and her allies. (1) Character of eonstitution. (2) Powers of executive. {3) Organization and powers of national legislature. (4) Degrees of centralization. (5) Dependencies. c. Facts and figures in regard to frequency and costliness of international war3. (1) Estimate of cost in men. (2) Estimate of cost in wealth and prosperity. d. Development of friendly international relations. 1. Co-operation of governments. VII - Summary of Budget Estimates continued from Page 7 Personnel, salaries, living expenses, etc* 2148,748.90 390,681.62 Construction and operation of exhibits 1,221,000.00 222,000.00 Printing and distribution of literature 2,062,500.00 375,000.00 Cinema films 440,000.00 80,000.00 Contingent 587,224.87 106,768.16 6,459,473.79 1,174,449.78 DEPARTMENT OF CITIZENSHIP - ARMY EDUCATIONAL COMMISSION A. E. F. - Y. M. 0. A. I m Administration Public Hsalth Public Welfare Public Works Jli IHJi Public S: J.U PuUlVJ '? ety LUO UUxU City Planning and Housing Xhli XO J.57 Government City, State and Nation Inter Gov national ernnent LP.bsr Problems and Industrial Relations Requirements Total 1 No. Amount No, Amount No. Amount No. .Amount No. Amount No. Amount No. Amount No. Amount No. Amount No. Amount No. Amount | SALARIES: 1 Chiefs 1 27,500.00 1 10,000.00 1 20,000.00 1 10,000.00 1 10,000.00 1 10,000.00 1 10,000.00 1 10,000.00 1 10,000.00 1 10,000.00 10 117,500.00 fl Assistant Chiefs 3 48,748,00 1 10,000.00 1 10,000.00 1 10,000*00 1 10,000.00 2 20,000.00 2 20,000.00 2 20,000.00 1 10,000.00 2 20,000.00 16 178,748.90 I B Secretari es and B Stenographers 5 37,500.00 3 22,500.00 3 22 pBOO* 0C 2 15,000.00 2 15,000.00 3 22,500.00 3 22,500.00 3 22,500.00 2 15,000.00 3 22,500.00 29 217,500.00 | B Clerks 6 45,000.00 5 37,500.00 5 37,500.00 3 22,500.00 3 22,500.00 6 45,000.00 6 45,000.00 6 45,000.00 3 22,500.00 10 75,000.00 53 397,500.00 | B Lecturers . 25 187,500.00 16 120,000.00 8 60,000.00 8 60,000.00 25 187,500.00 25 187,500.00 25 187,500.00 8 60,000.00 - - - - 140 1,050,000.00 1 Exhibitors - - - - - - - - - - - - - - - - - - - - - \"\" - - - - 25 187,500.00 25 137,500-00 15 158,748.00 35 267,500.00 26 200,000*00 15 117,500.00 15 L17,500*00 37 . 285,000.00 37 285,000.00 37 285,000.00 15 117,500.00 41 315,000.00 273- 2,148,743.90 EXHIBITS: S 4 4 4 4 8 4 40 1 Models 96 205,500.00 48 52,800.00 48 26',400.00 4? 26,400.00 40 52,800.00 48 52,300.00 96 52,300*00 43 26,400.00 - 430 396,000.00 1 TIcHel Oases mm . 96 21,120.00 48 10,560*00 48 5,280.00 48 5,280.00 48 10,560.00 48 10,330.00 96 10,560.00 48 5,230.00 - - - 480 79,200.00 1 Panel m. mm mm 768 168,960.00 334 84,480.00 334 42,240.00 S3 4 42,240.00 534 84,480.00 384 84,480.00 768 84,430.00 334 42,240.00 - ~ - 3840 633,500.0,0 1 panel Gases _ 96 7,920.00 48 3,960.00 48 1,980.00 48 1,980.00 48 3,960.00 48 3,960.00 96 3,960.00 48 1,980.00 ~ - 480 29,700.00 1 Fittings, Etc - - - - 22,000.00 - 11,000.00 - 5,500.00 5,500.00 11,000.00 11,000.00 11,000.00 5,500.00 mm mm m. * 82,500.00 ly - - - 325,500.00 - 162,800.00 - 81,400.00 31,400.00 - 162,800.00 - 162,800.00 - 162,300.00 - 81,400.00 - ~ ~ 1,221,000.00 1 J M: .llic ins Millie ns M illio -is Mallio is M: .llio ns 1 illio ns 1 [illio ns I Illio ns Mil: .ions I LITERATURE: 1 1 page pamphlets 5 137,500.00 2-1/2 53,750.00 1-1/4 34,375.00 1-1/4 34,375*00 >1/2 58,750.00 2-1/2 68,750.00 2-1/2 6S,750*00 1-1/4 34,375.00 18-3/4 515,325.00 1 8 page namphl g+.r 5 275,000.00 2-1/2 137,500.00 1-1/4 68,750.00 1-1/4 68,750.00 137,500.00 2-1/2 137,500.00 2-1/2 137,500.00 1-1/4 68,750.00 18- -3/4 1,031,250.00 1 32 page pamphlets - - - 1 137,500.00 1/2 68^750.00 1/4 34,375.00 1/4 34,375.00 i/z 68,750.00 1/2 . . 68,750.00 1/2 68,750.00 1/4 34,375.00 3- -3/4 5 3.5 $ b 2 5 0 0 0 11 550,000.00 5-1/2 275,000.00 2-3/4 137,500.00 2-3/4 1^7,500.00 5-1/^: 275,000.00 5-1 275,000.00 5-1/2 225,000.00 2-3/4 137,500.00 41-1/4 2,062,500.00 Thoi isanc 1 Th ousar d Thensa 1 nd Thousa nd Th ru-g&ricl T1 icusan d 'housa nd Thousan d Thousand F< set Feet Feet Feet Feet Feet Feet Feet F eet | FILMS: j Reprints 120 39,600.00 65 21,450.00 35 11,550.00 35 11,550.00 70 23,100.00 70 23,100.00 70 23,100.00 35 11,550.00 500 :28ooo.oo Creations 5 68,750.00 3 41,250.00 1 13,750.00 1 lo,750.00 3 41,250.00 3 41,250.00 -3 41,250.00 1 13,750.00 20 275,000.00 ,JLr. > . I VvJ-Oil wO Jji- I u o J L25 108,350.00 68 62,700.00 36 ..25,300.00 36 25,300.00 73 j 64,350.00 73 64,350.00 73 64,350.00 36 25,300.00 520 440,000.00 [CONTINGENT FUND 15,874.89 125,145.00 70,050.00 36,170.00 35,170.00 L 78,715.00 78,715.00 78,715.00 36,170.00 31,500.00 587,224.89 v TOTAL ESTIMATE 174,623.79 L,376,595.00 770,550.00 307,870.00 397,370.00 1 865,365.00 865,865.00 865,865.00 397,870.00 346,500.00 6,459,473.79ARMY EDUCATIONAL COMMISSION A.E.F. FRANCE Y. M. C. A. Correspondence Relating to the Transfer of Its Work to the Army NATIONAL WAR WORK COUNCIL OF YOUNG MENS CHRISTIAN ASSOCIATIONS Copies of Letters Exchanged between the Y. M. C. A., the General Headquarters A. E. F. and the War Department, with Reference to the Work of the Army Educational Commission. A. E. F 12 RUE DAGUESSEAU, PARIS, FRANCE March 14, 1919. From: E. C. Carter, Chief A. E. F., Y. M. C. A., Paris To: General J. J. Pershing, G. HQ., France Subject: Inquiry As to the Desirability of GHQ Assuming Complete Control and Responsibility for the Y. M. C. A. Army Educational Commission Y. M. C. A., New York. In view of the vast dimensions and the national importance now assumed by the Y. M. C. A. Army Educational Commission I desire to inquire whether you think that the time has come for the A. E. F. to assume the complete control and responsibility for the work of our Educational Commission. As you will remember the Y. M. C. A. undertook the responsibility of establishing an educational system for the A. E. F. at a period when the Army itself ha cl to dedicate its entire personnel and resources to crushing Prussianism. The Y. M. C. A. was able to draw upon the American public for men and women workers who were not available for direct military service, who could assist the Army materially in building up a simple educational system which would be practical during hostilities and which could be expanded rapidly when fighting ceased. A demobilization educational program could only be made possible if a substantial educational machine were built up during the period of active operations. At our request, on January 8, 1918, Mr. Anson Phelps Stokes, Jr., of Yale University, arrived in France to make a preliminary survey of educational needs in the A. E. F. On February 6th I submitted Mr. Stokes report to your Headquarters, and on March 5th the Chief of State replied: The Commander in Chief approves the project in principle and has directed that proper facilities be given for this work throughout this command. As a result of the lines laid down in a draft of two proposed general orders submitted to us on the fourth of May, the Y. M. C. A. undertook definite responsibility for educational work in the A. E. F. and constituted the Army Educational Commission, composed of Professor John Erskine of Columbia, Mr. Frank Spaulding, Supt. of Public Schools in Cleveland, and Professor Butterfield of Amherst Agricultural College. On October 31, 1918, you issued the First General Order of the A. E. F. on Education, the first paragraph of which read as follows: The Young Mens Christian Association through the Y. M. C. A. Army Educational Commission has organized with the approval of the Commander in Chief an educational system charged with the standardization of educational methods and the establishment of schools for instruction of officers and soldiers in all of the larger post camps and hospitals of the A. E. F. Subsequent to the cessation of hostilities several General Orders and Bulletins have been issued covering the expansion of the educational system demanded by armistice conditions. Operating under General Orders we have recruited and brought to France from America several hundred of the ablest public school superintendents, school and college teachers, and professors. Under the direction of the Commission this large staff is assisting the fifth section of the General Staff in the development of the Army Corps Division and Post Schools throughout France and Germany and rendering important service in the various developments of the A. E. F. University at Beaune, Allerey, and Bellevue in accordance with paragraphs eight and nine of General Order, number nine, dated January 13, 1919. In view of the fact that as a result of the preliminary work of the Educational Commission the Army itself has now established an educational system as an integral part of the A. E. F., we wish to inquire whether there will be advantage in having GHQ assume complete responsibility for the Army Educational Commission and its staff. If you decide that the Army should take over the Educational Commission and its personnel and work, the Y. M. C. A. will undertake to pay the salaries of the somewhat over five hundred members of the educational staff who have been engaged for the work during the next few months. This together with expenses for operation and equipment will involve a total outlay of one million two hundred thousand dollars for the six months period beginning February first. In addition to this we have made a special appropriation to meet the expenses of the Bureau of Citizenship which has been affiliated with the Educational Commission. We will not seek reimbursement from the Army for the supply of nearly two million textbooks and educational pamphlets ordered in America and now being delivered here nor for the expenses incurred in America and France in securing and maintaining the large personnel now engaged in the work. These various items taken together involve a total expenditure for educational work for the A. E. F. of over four million dollars. In placing at the disposal of the Army the services of our large staff of educators we desire to assure you that if you should decide that it is best for the Army Educational Commission to relinquish its official connection with the Y. M. C. A. we will do all in our power to ensure that the present valuable program of lectures and classes supplementary to the Army school system will be maintained. In general the Y. M. C. A. will continue to cooperate to the limit with the Army educational officers in furthering education throughout the A. E. F. and help increase the mens preparedness for citizenship on their return to civil life. (Signed) E. C. CARTER, Chief Secty. A. E. F., Y. M. C. A. GENERAL HEADQUARTERS, A. E. F., Mr. E. C. Carter, March 25, 1919. Y. M. C. A., Paris, France. ' Dear Mr. Carter: With reference to your letter March 14, 1919, with inquiry as to whether it is deemed advisable for the Army to relieve the Y. M. C. A. of all further control and responsibility for the educational work in the A. E. F. you are informed that it is considered in view of the extensive educational system now being developed that complete control should now vest in these headquarters. Recommendation to that effect has been made to the War Dept, and authority obtained for the Govt, to assume complete financial responsibility for the entire educational project, including the taking over and placing under Government control members of the Army Educational Commission Y. M. C. A. and all persons within its organization who are required in educational work. The transfer will also include the purchase of textbooks previously authorized and relieve you from further financial responsibility for other items of current operating expenses of the Commission at the earliest practicable date. It is desired in conclusion to express the highest appreciation of the work of the Y. M. C. A. through its Educational Commission in organizing the educational work at a time when it was impracticable for the Army to do so and for the continued assistance up to the present time in the wise development of the educational system in the A. E. F. The large number of well-qualified educators brought to France by the Y. M. C. A. during the past year will be of inestimable value to the Army in its educational work, and this contribution is especially appreciated. Yours very sincerely, (Signed) JOHN J. PERSHING. WAR DEPARTMENT My Dear Mr. Sloane: Washington, April 3, 1919. In compliance with your letter of March 28th, we have cabled to General Pershing that the Y. M. C. A. has approved of the transfer of the work of the Army Educational Commission of the Y. M. C. A. to the control of the Army. In accepting this transfer on behalf of the Army, we wish to thank the Y. M. C. A. for the admirable work which it did in initiating and carrying on this educational work at a time, when, because of the pressure of the all-engrossing business of actual fighting, it would have been difficult for the Army to have undertaken it. I have been familiar in a general way with the origination of the idea for an educational program for the A. E. F. in the mind of Dr. Anson Phelps Stokes; of the selection of Professor Erskine, President Butterfield and Superintendent Spaulding to organize the work in France, and of Professor Strayer, Dr. Sullivan and Mr. Fairley for the corresponding duties on this side, and I understand from my associates that because of their accomplishments it is now a comparatively easy task for the Army to carry on the work which they undertook. Upon studying the details of these accomplishments and learning that your Association had in a very short time selected, purchased and sent overseas some two million dollars worth of textbooks and educational supplies, and had recruited and sent to France nearly six hundred educational organizers and supervisors of high standing, I was more than ever impressed with the magnitude of the work already accomplished. Thanking you and your Association for beginning this great work, of an influence on the morale of the Army during the difficult period of demobilization, which only the future can measure, I am, Cordially yours, (Signed) NEWTON D. BAKER, Mr. William Sloane, Secretary of War. Chairman, National War Work Council. Y. M. C. A., 347 Madison Ave., New York, N. Y. THE SCHOOLS OF THE PEOPLE By GEORGE F. JAMES Western Department National War Work Council Y. M. C. A. Issued from Department Headquarters 507 First National Bank Bldg. San Francisco, Cal. FOREWORD War and Schools. History shows that in every national and racial crisis which tends greatly to modify a people whether in social, political, economic, or religious relations men turn their minds instinctively and promptly to a consideration of schools. Especially is it true that in every time of stress through war or in the effort to recover from the disaster of military defeat a people is quick to consider the schools as the great means of social regeneration. In the midst of the French revolution nation-wide plans were adopted for a system of public instruction, and after the calamitous days of 1870-71 the French people, seeking to recover from the terrible experiences of the Franco-Prussian War, turned again to the thought of public education as the best means to re-establish the national spirit. No less is it true that a nation victorious in war is often led to modify its ideals and then to seek in a reorganized education the quickest means of affirming them. Our country has already come to see that a much more democratic and practical scheme of schools is necessary than has hitherto prevailed among us. Not a soldier has come through our training cantonments over to the front lines without realizing in an entirely new sense the value of education. Not one of these will return to the life of a citizen without a conviction that public education is a prime interest of society and should be organized promptly and liberally for the benefit of all in our democracy. These few pages offer some suggestions for discussion in order to help towards a definite ideal for American education. Reading. CubberleyImprovement of Rural Schools- LewisDemocracys High School. SneddenProblem of Vocational Education. WeeksThe Peoples School. BloomfieldVocational Guidance of Youth. SmithEstablishing Industrial Schools. JuddEvolution of a Democratic School System. Published by Houghton, Mifflin Company. I. EDUCATION SPELLS OPPORTUNITY THESISOur democracy should support a system of universal, free and compulsory education by federal, state and local taxation. Every day the value of education is more fully realized. As society becomes more complex and the ordinary needs of humanity are satisfied only through a more complicated system of production and distribution, the success of any man becomes dependent not merely upon general intelligence and training, but also upon specific schooling for the work which he is carrying on. As the results of science are made the basis of all industries, there comes to be no occupation for which some degree of definite preparation is not increasingly valuable and even imperative. All of our young men, and indeed, our young womien, are coming to feel the truth of this, and to ask why a better chance for success is not afforded through the training of the schools. Day by day the people are realizing that education is the supreme duty of society and the ultimate responsibility of the State. The demand is insistant that educational opportunity should be universal and free and compulsory. A universal education does not mean exactly the same kind of schooling for all boys and girls in town and in country alike. The future life and occupation of every person should determine the scope and quality of the instruction that is given. Nevertheless, the basic truth is that education should be equal in the opportunity it affords. The country child should have as good a schooling as the city child. The early education of a boy or girl in rural sections should vary from that of the urban districts merely in order to prepare more specifically for life by using the present environment. That all schooling should be free is a lesson which it took us in this country many generations fully to learn, and today we are the only great nation which recognizes the truth in theory, and we have most fully carried it out in practice. The people as a whole tax themselves to give educational opportunity to every rising generation. In part this taxation is indirect in so far as through its own special means the Federal Government collects funds, which it thereafter distributes to the various commonwealths for the subsidizing of certain varieties of education. In one sense state taxation for school purposes may be construed as an indirect levy, in so far as those communities of the state are concerned which are receiving the proceeds of taxation in more populous or wealthy sections of the commonwealth. It is the ultimate duty of every community, however, to furnish to its own children the best opportunity within its power. However much the Federal Government may subsidize, and however much the state may sustain local effort through state contributions, every social unit, whether in town or in country, has the first 3 responsibility in matters educational. It behooves every man, therefore, who looks forward to the right conditions for his own children to become a missionary in the cause of public education and an earnest and consistent advocate of more money for public schools. When education is universal and free it needs also to be compulsory. Many soldiers and sailors in the national service today bewail the fact that through their own opposition or through parental indifference they were allowed to escape any real schooling, and therefore find themselves handicapped by the lack of that training which might otherwise have made them more capable and have opened to them more than one chance for advancement, not only in war, but also in times of peace. We believe, then, that education is the absolute condition of national progress for any people and of national safety for any democracy; that it is the vital obligation of society towards every member; that it is the greatest responsibility of the state and cannot be entrusted to any other agency; that the opportunity it affords must be universal, free and obligatory; that the supreme ideal is that education should be made to spell opportunity for every child, boy or girl, rich or poor, in every part of the land. Question for Discussion 1. Why does a democracy need better schools than people do under other forms of government? 2. Why should our Federal Government use the proceeds of indirect taxation (tariff, etc.) partly for school purposes? 3. Why is free schooling (free tuition, free text books, etc.) both just and necessary? 4. Why are compulsory education laws necessary? 5. Why have rural schools been inferior to city schools in the United States and elsewhere? Reading CubberleyThe Improvement of Rural Schools. JuddEvolution of a Democratic School System, Chapter III. 4 II. THE SCHOOLS OF YESTERDAY THESISTo organize democratic schools takes time; to keep them democratic takes care. It is difficult for us today, rejoicing and proud in our system of public education, to realize that it is a growth of only a very few generations, dating back in most particulars hardly more than a century. For the first two hundred years school opportunity within what is now the United States existed for the benefit mostly of the children of the well-to-do. Even our Puritan ancestors in New England thought little of the right of poor children for an education, and the first school established was the Latin Grammar school intended for those boys who would go on later to college and prepare themselves to be either clergymen or magistrates in the colony. At almost the same time Harvard College was established with a similar thought for the education only of community leaders who were to be drawn from the prosperous classes. With the exception of the most meager home or neighborhood teaching of the elements of reading, writing and arithmetic, usually by some elderly dame in her own kitchen while engaged in her household tasks, no other kind of opportunity was widely developed for more than a hundred years. In the period of public discussion which preceded our Revolutionary era a demand came for some kind of school which would meet the needs of boys who were not going to college. At about the same time the suggestion came that girls may be considered human beings along with their brothers and have some right to an education which will develop their qualities and fit them for their future responsibilities and home occupations. This demand was voiced clearly by Benjamin Franklin in the middle of the eighteenth century and resulted in the establishment in Philadelphia of an Academy which became the forerunner of many institutions of this kind in the next fifty years. Indeed, from the time of the Declaration of Independence almost to the breaking out of our Civil War, the Academy was the most widely distributed and best supported type of educational institution in this country. Organized to meet more practical needs and open alike to boys and to girls, with no thought of their future training in any other kind of school, it made an appeal, nevertheless, only to a limited class. It drew pupils usually from a considerable area, and it was necessary for many boys and girls to leave their own homes and to live in, or near the school in order to take advantage of its opportunities. Moreover, there was often a considerable charge for tuition, and this, added to the expense of living, shut out most children from such opportunities as it offered. A beginning was made, however, in a really democratic scheme of public instruction by the establishment in Boston in the second decade of the nineteenth century of a free, elementary, vernacular school for both boys and girls, and this was followed within a very few years by the establishment of the first English High School in the United States in Boston in the beginning of the second quarter of the century. In contrast with the schools already mentioned the high school was really for the people, giving a fairly generous opportunity in literature, history, mathematics, and such sciences as were then developed for school use. The example of Boston was followed by the establishment in the next 5 twenty-five years of similar public elementary and high schools in the more important cities on the Atlantic seaboard. Within the same period in certain states of the Middle West this ideal of universal school opportunity came to some recognition and especially in Michigan, Indiana and Ohio, definite steps were taken for the organization of schools as widely as was possible in what was then an undeveloped and sparsely settled section. By the middle of the nineteenth century we had come in this country to admit not grudgingly the value for all children, of schools not merely of an elementary, but also of a secondary grade. The establishment of state systems of schools was greatly furthered by the generous policy of the Federal Government in setting aside certain parts of the public domain to be known as school lands, from which, when sold, came considerable funds for educational purposes. These school lands and funds were not as a rule very wisely administered by the states east of the Mississippi, but the later organized territories and states further to the west, taking to heart the experiences of some of their eastern sisters, have been able to secure from this source what amounts in several cases to a magnificent endowment of public education. , In the storm and stress of our Civil War the National Government took an important step by affirming the principle of higher education, setting aside a great amount of public land in every commonwealth for the support of colleges of agriculture and of mechanic arts. These subsidies of land were later succeeded by grants of money in increasing amounts, and the national policy being strongly seconded by public opinion and public appropriations in our various states, we have today an unparalleled system of higher education in our state universities and land grant colleges. At the end of the first century of our national history we had therefore at least in theory, a complete system of public education of elementary, secondary, and higher grade. The opportunity for the maximum of training was free of all tuition charges to the great majority of our boys and girls. It is true, however, that in various sections of our country public sentiment tolerated a very backward condition of the schools, and particularly true that even where the principle of compulsory school attendance was recognized, it was applied to a very limited and unsatisfactory degree. It is true, also, that after the first few years of public schooling the majority of parents and pupils considered any further study as worth while only for boys who were looking forward to professional careers, or for girls whose mothers did not need their help in household tasks. As a result the public high schools which were originally organized to be a kind of peoples college came to be handled merely as preparatory schools for the university. Question for Discussion 1. Why were the American colonies slow to establish schools? 2. Does schooling pay? For the individual? For society? 3. Why was the Federal Government wise in giving appropriations to agricultural and mechanical arts colleges? Reading WeeksThe Peoples SchoolChapters 2, 3 and 4. JuddEvolution of a Democratic School SystemChapters IV and V. 6 III. THE SCHOOLS OF TODAY THESISDemocratic education means complete education, physical, mental and moral. We may fairly claim that in the United States at the present time there is a system of public education which offers a broad opportunity of free instruction for boys and girls. Any impartial observer will admit that our elementary teaching for children up to the age of twelve or fourteen is equal to that of any other land. As for our higher education, the number of our colleges and universities, the average quality of teaching, the variety of training which is there offered, and in all of our state institutions at the minimum! cost to the individual, suggests that nowhere else is a better opportunity granted to ambitious youth to prepare themselves in an adequate manner for the various professions and other highly technical occupations of modern society. The situation in our public high schools is not so clear. In no other country are so many young people getting instruction in free public institutions. At the same time if one examines more particularly what these boys and girls are doing in the high schools he will probably conclude that, relatively speaking, we have not in the United States developed as efficiently a scheme of secondary instruction as has been done both in the elementary and in the higher stages of education. He will probably be impressed by the fact that hundreds of thousands of American boys in our schools are under the exclusive control of women at a stage in their growth when they need to a considerable extent the firmer and more sympathetic handling by men, or at least a larger amount of direction by men teachers than is at present afforded. In comparison with other countries he will find that our high school teachers are insufficiently trained, of relative immaturity, and of no great permanence in the occupation of teaching. His conclusion will probably be that while American education is measurably effective at the two extremes it needs considerable development in the middle stage in order to meet the requirements of modern living. With this impression of the secondary schools it is likely that he will turn again to the earlier years and find there a considerable need of greater permanence in the teaching force and a better quality of teaching, which could be secured (a) through higher requirements of admission to the teaching force, (b) by more secure tenure of position and (c) probably, above all, by better pay. Beyond question he will be surprised and shocked to discover how inadequately the public school teacher is paid. If the children of the next generation are to receive as good a schooling as their fathers and mothers received, a very radical change will have to be made in the salary schedule in every community, large and small, rural and urban. The experience of the United States with the millions of men brought under governmental survey through the first and the second draft acts shows an amazing degree of illiteracy among adult citizens, whether of native ancestry or of foreign birth. This indicates, first, the failure of the country properly to consider the needs of immigrants and of their immediate descendants. We have long recognized the tremendous percentage of the foreign-born adult population of the country, but never before was the public drawn to consider the incalculable weakening of our national po\\yer 7 both in intelligence and in moral force through the failure to adopt systematic means of bringing these elements in our population to a fair degree of intelligence and comprehension of American life and its ideals. More astonishing has been the discovery that tens of thousands of young men of pure American ancestry have grown up in this country in the last twenty years without receiving the minimum of instruction necessary for the making of fairly intelligent and patriotic citizens. No more definite and concrete proof of a certain national failure in education could be found than the presence in the development battalions of our various cantonments of hundreds of young Americans unable or barely able to read and to write our native tongue. Compared with other civilized countries, we have long been lacking in the compulsory administration of public education. In the Scandinavian countries, for example, the percentage of illiteracy in the recruits who are summoned every year for military service is practically negligible, while the most favorable official reports of vr own country indicate that in the rough and the large we can find one child out of every four or five who is failing to secure the necessary minimum of schooling. If a democracy cannot exist half-slave and half-free, no more can it continue half-ignorant and half-instructed. One result of the present struggle should be a recognition of this fact, and a determination of all who have labored on the battlefield for the triumph of democracy to labor hereafter with much more devotion for a liberal, nay, even a generous, public educational policy. More money for the public schools should be the slogan of every soldier and sailor who has come in his military experience to feel the value of schooling, and every such one should determine that for his children and the children of his comrades this opportunity should not be limited in any way. If we turn again to any intelligent and impartial visitor from another land and ask him for other impressions of our schools, beyond doubt one response will be a wondering admiration of the way in which we have housed our children in admirably constructed buildings with constantly improving equipment. This recognition will hardly be extended to our rural schools, for these have always suffered from poor ventilation, inadequate heating and defective lighting, yet the present trend is towards schools satisfactorily housed, located favorably and surrounded by the various play-grounds, gardens and even farms which are now used to give the country child the most pleasing and effective introduction to his future occupation, if he continues to live under these rural conditions. Another point of commendation of American education is found in the broader conception which is now entertained of the responsibility of the school. Not so long ago we considered the duty of the teacher as summed up in the imparting of the minimum of knowledge in the so-called three Rs, reading, writing and arithmetic, the barest essentials of education. Now we consider the school as the entrance hall to life in which the richest, most comprehensive preparation should be given through a study, even if only elementary, of all the arts and sciences through which man has measurably conquered his natural environment and developed and made more favorable his social surroundings. In this enlarged view of the schools the physical handling of the children has gradually come to be a first consideration. Sanitary buildings, sound school programs, diversified activities, including those of the school gymnasium, and the out-of-door playground, were really a beginning in this direction. Soon came the careful medical examination 8 of pupils to discover and to correct as far as possible all physical defects, remedial treatment by school physicians and school nurses, the dentist and the aurist, the surgeon, the oculist, the specialist for the nose and throat, emphasizing the fact that health is the first right to every child, and therefore the first duty of the state, which supplements through the agency of the school what, on the whole, must always be, within the family, an insufficient attention to this supremely important need. The democratic principle of social inter-dependency is similarly observed in the attention w'hich society now gives to the schooling of the unfortunate. This class includes not merely those who are intellectually deficient or undeveloped in moral principle or control, but also those who are handicapped by physical defects. The blind, the deaf and dumb, the crippled children of our community are gradually being guaranteed that education and care which will best make them useful, intelligent and therefore happly citizens tomorrow. Perhaps enough has been said to suggest that one responsibility of every generation is the proper training of the next; that no money is more wisely spent than for this purpose; that nowhere else will it return such a vast increment in usefulness and happiness; that in the schools of to-day we find an increasing recognition of this principle and may fairly' claim that we are not falling unduly below what is expected in a modern state. Questions for Discussion 1. Why are teachers so poorly paid? 2. Do we need more men teachers? 3. What makes a good compulsory school law? 4. Who is responsible for a childs health ? 5. What does a free education include? Teaching? Books? Food? Clothing? What else? Reading WeeksThe Peoples SchoolChapters 5 and 6. LewisDemocracys High SchoolChapters 2 and 3. 9 IV. THE SCHOOLS OF TOMORROW THESISEvery man and every woman in a democracy should work and a democracys school should fit every child for some occupation. Someone has compared the system of public instruction to a great factory, organized for the working up of raw materials into the forms of greatest possible social use. If we ask what product the schools should turn out the answer comes promptly that it should produce intelligent, conscientious, patriotic, useful and happy citizens. In so far as usefulness and happiness depend upon intellectual training, moral discipline and civic preparation the schools have not been very unmindfuTof their principal function. The usefulness in these days, however, of every adult is coming to depend upon a definite preparation for a definite occupation, and if the individuals economic usefulness depends largely on such vocational training, no less will his future happiness. In the recognition and meeting of this need, the schools have been amazingly slow and one result of the present world conflict should be a determination hereafter to prepare within the public school system our boys and girls for the occupations which lie ahead of them in adult life. That we have been slow to see the imperative need of vocational training is after all not perhaps so surprising since the change in our industrial organization which gave rise to this need has been, itself, slow to develop. We are not far in this new country of ours front the time of household industries or of the small-town manufacture and exchange of products. At that stage the apprentice system was adequate to the economic demands and the life of every boy naturally fell into two parts, that of the school where he received a book preparation for life and that of the home where he was instructed in the elements of an occupation or a trade, whether this preparation was on the farm or in the town. Increasing use of machinery, concentration of manufacturing in congested centers of population caused the substitution of the large factory for the small work-shop; and the substitution of the machine to a considerable extent for the individual worker marked the passing of the apprentice system, which has almost entirely lost its function in current industrial society. When gradually a need appeared for the vocational training of youth in one direction or another the response in our American life came in the form of various emergency devices, meeting a momentary situation, but continued through one decade after another in a fashion which reflects seriously our lack of scientific handling of problems. In the great revival of business after our Civil War, for example, the need appeared for trained workers in business. Immediately came the business college, a typical example of American versatility and ingenuity and of American lack of scientific procedure in the meeting of new demands in social organization. Only after many years came gradually some more satisfactory forms of commercial training as they appear now in our public high schools, in various private foundations of a secondary grade and in the colleges of commerce which are being established in our higher institutions. In a similar fashion to meet the demands of various trades private enterprise organized schools of industry, some of 10 them giving the elements of instruction to immature and unschooled boys and girls, others gradually appearing, which offered more systematic and satisfactory preparation for technical activities. The system of public education presently admitted the need of industrial training for life and in addition to commercial schools, the technical high school, both for boys and girls was organized as well as agricultural schools, widely varying in aim. and equipment. What has been so far developed reveals that we must have an education adapted to a modern democracy, and a new program based on sound principles and corresponding to current needs. Certain conclusions are beyond dispute. Every child has a right to the fullest education. The degree of general education which he should receive is measured best by bis own interests and by the extent to which he responds to this schooling while it is being given. When the boy begins to stop caring for his books, to that extent he has touched the limit of his theoretical interest, and is unconsciously reaching forward to a more practical preparation for living. Private enterprises have to a great degree been taking young boys and girls at this point and training them for the needs of business. Nowhere do we find, nor can we expect to find that this is done with a primary thought for the development of these boys and girls into complete men and women. Employers instruct their help in order to turn out competent workmen; the state asks first for a complete man and then for a workman. To meet the demand for skilled workmen in modern society is a problem of great difficulty, and it can be solved only by centering upon its solution the keenest minds of the entire country. Such co-operation can be secured best through a state agency and the principal state agency for this is the public school. The objection can be made that already our schools have grown undue in their demands, that a boy who wants to become a doctor or a lawyer must go through many, many years of general and special schooling, and is not finally qualified to begin his life work until he has reached the age of twenty-five or thirty, and that any kind of vocational schooling will tend to delay the young man who needs to begin his wage earning at an early age. Beyond a doubt we have spent too much time on the elementary schooling of our children. Eight years have been used for the learning of the mere utilities of education, reading, writing and arithmatic, coupled with some knowledge of national history, geography, literature and the simple facts of natural life. All of this can very well be done within six years if we proceed further with the consolidation of schools, the improvement of the teaching force, and the simplification of the curriculum. If this amount of education can be effected in six years it should be done in that time. This will not mean that the mass of children will discontinue school at the age of twelve or thirteen. It does mean, however, that at that time, parents, teachers and pupils alike should seriously consider how many more years are to be spent within school in a preparation for life. Boys and girls who look forward to several additional years will begin here the studies which have hitherto been reserved for the high school period. Children who are seeking to become wage earners at the earliest appropriate time, may here begin a 11 three year vocational course, which will fit them for some specific occupation, This suggests a minimum of nine years of schooling for all children, and for the mass of children there will be no more than this period, which will be thus divided, six years for general and three for special training. The same general principle is to apply thereafter. At the end of what we are now coming to call the Junior High School, as including the eighth, ninth and tenth school years, an additional number of boys and girls will choose to begin their occupational training, a three years course, which will get them ready for some life work at the age of eighteen. Those pupils who go through a six-year secondary course of study will get within that time all the general education which is necessary to fit them for even the higher occupations of society, and therefore this re-organized six year high school course and the six year elementary school course will prepare young men and women directly for such professional training, as may be demanded for their future employment or chosen life work. In something like this way, and in no other way which at present presents itself, we shall be able to incorporate into the schooling of American boys and girls that element of direct occupational preparation for life, which we have recognized as being absolutely essential, and the absence of which represents today the greatest weakness in our national scheme. Let us not think that this involves the commercializing of public instruction. Rather will this plan result in a more efficient and widely distributed general schooling than is now the case, and compulsory education laws adapted to this plan will continue full-time schooling for every child up to the age of fifteen years. The mass of children who at this time begin to be wage earners will not be left without any further school instruction; on the contrary, society will expect, demand and secure both of the boys and girls and of their employers a part time schooling, amounting to ten or fifteen hours per week through1 the next three years. This school will be distinctly along the lines of the occupation they have entered, so as to increase both the theoretical and the practical ability of every worker, whatever the trade or occupation may be. Conclusions: Every child in this democracy shall have all the schooling he wants, free of cost. Every child must have the six years of elementary schooling. Every child that leaves school at fifteen years of age should have had three years of vocational training. Every boy or girl who begins wage-earning before eighteen years of age must attend school part time up to that age. Questions 1. Does vocational schooling pay (a) for the individual? (b) for the tax payer? 2. Should vocational schooling be compulsory? 3. Shall the community or the state or the Federal Government bear the cost of vocational schooling? 12 Reading SneddenProblem of Vocational Education. WeeksThe Peoples SchoolChapters 10 and 11. SmithEstablishing Industrial SchoolsPages 91-135. BloomfieldVocational Guidance of Youth. JuddEvolution of a Democratic School SystemChapters VII and VIII. 13 w Cl O' P Home or Infants School, (voluntary) Six-year Elementary School (Compulsory) 6 Diagram of a Democracys Schools METHODS The teaching force of the A. E, F. must arouse a vital, interest in the men for the new service to the nation on their return nome. lhe soldier's service in the A. E, F. has indirectly enlarged his vision through travel, through contact with men of other races, through glimpses of the culture of other pooples, through army discipline and through a new understanding of the common purposes of mankind. The instructor's service is to grasp the opportunity to present to the men the subject matter of citizenship in such a way that the men will become intelligent, controlling factors in the community to which they., return. Never before has there been such an educational situation as we have presented heremilitary power of a great nation deliberately planning to produce a higher type of citizenship through education of its armed force. Such a situation demands individual teaching initiative with the ability to use the material furnished in such a way as to utilize the community life ftf the men to fit them for the new conditions at home. Master the aims and methods given in Arthur William. Dunn's \"\"The Community and the Citizen\"\" in its introduction to teachers; reorganize them -o iit your particular conditions; use the subjects given at the end of each chapter for investigation as fen as they apply to your community and the interests of the men. Give as much original research and supplementary reference reading as is feasible, through individual reports, class discussions, debates, syllabi( lectures, cinema instruction, exmoits, reconstruction work in devastated areas. Grasp the corps morale to arouse an esprit de corps which will so get into the men and work them that they will not stand for any but the best things when taey get home. Measure your success by the amount of cooperation you secure and by the open-mindednesS with which they attack individual, new problems torough reference books or in community life. This syllabus is based on Arthus William DAnn's \"\"The Gbiamunity and the Citizen.\"\" I. Problems for American Citizens A. Satisfaction of needs chief problem of men 1. Individual needs 2. Social needs a. Community 1) Origin 2) Grow-oh 3Relationsknowledge of dependence on others 4) Obligations--knox^ledge of duties to others 5) Essentials of a community as applied to this commlnity of the A. E, F. ^ a) Government--through cooperation. Desires should be satisfied without unfair interference with the rights of othdrs. 6) Organize this community of the A. E. F. into a community for the study of citizenship. II. Social attempts at the solution of the problems of mankind through the evolution of governments of modern cities. A. The community of the A. E. F. tO' adopt the city pLan of government 1. Government a means by which acommunity may cooperate for the common good, B. Traditional types of city government 1. The direct government as in town meetings of New England and in county meetings of the South 2. Indirect government hy representatives elected by the people C?k Hew types of city government 1. Commission form of government 2. City manager form Proposed plan of representative city government traditional type for A. E. F. 1. Proposed elective public officers a. Mayor-administrative official b. City Council of nine members--_legistative ' c. Treasurer d. Comptroller e. Board of Education of five members Problems of city government 1. Growth of modern cities 2. Conflicting interests of citiesrequires police control 3. The rights of citizenshealth, etc., must be cared for 4. Duties of citizens 5. Making Americans of aliens 6. Transportation provided Through community conventions or election by direct primaries as the individual A. E. F. units decide 1. Elect city officials 2. Develpp city charters a. State control sometimes an obstacle to good city government b. City charters must provide means for hone3t, efficient government c. Much of government is made necessary in order to take the place of what is lacking in the .home life of the community . d. A tendency toward freer self^government--home rule in cities e. Discussion of charters of home cities of men f. Provisions for administration in charter for -5- 1) Protection of health--health department should include bureaus which will provide means for prevention of disease, of sanitary inspection, the disposal of garbage, rubbish, sewerage,, a plentiful supply of pure water, proper ventilation, etc/ 2) The Department of Public safety must -provide for the protection of property through a Bureau of Police 3) Department of Public works must provide Means of transportation, solve building problems throng street and building bureaus v 4) The Public Welfare department must solve the problems of a) Immigration b) Recreation c) Municipal marks' ts d) Charities e) Public libraries 5) Public education must be solved through small Boards of Education which will determine policies, provide a budget, and select an expert executive, 6) Production of revenue must be provided through taxation III. B. government , The state is divided into smaller units or counties for purposes of government 1. County officers 2, Administration of counties State constitutions 1. Development 2. Power of amendment 6- i D. State Alton ini strati on 1. Governor a. Selection b. Power c. Responsibilities 2. Other administrative officers a. Treasurer, state superintendent of schools, etc b. Departments and bureaus c. Selection, powers, duties. State Legislature 1. Legislative bodies a. . Duties b. Powers E. State judicial departments 1. City courts 2. County courts 3. Circuit courts 4. Supreme courts a. Duties b. Powers p. Expense of government met by taxation GQ Control by the people 1. Types through tradition and evolution ' 2. .New types a. Initiative b. Referendum c. Recall J * IY. National government A. Types of government 1. Absolute--irresponsible a, Examples--Kaiserdom, Czardom, Bol3hevikism 2, Positive limited--negatively unlimited a, Ex.-- United States limited by constitution, unlimited by law making power of representatives amd by action of courts/ 1) Slow application of peoples power 3} Absoluteresponsible a. National examples--England, France, In war time power of? premier absolute, in peace immediate appeal to\"\" people--as shown by lloyd-George and Clemenceau atpresent crisis b. City examples--selection of absolute administrative expert as city manager by the council, and superintendent of schools by the board of education E. C. Study critical period of the United States history 1, Articles of Confederation 2, Constitutional convention Adoption of Constitution 1. Powers given a. To the federal government b. To the people 2, Powers denied to the federal government, and to the people 3. Powers exercised concurrently 4, Provisions for 2, Executive power 1) Concentration in President 2) Veto power of President 3) Evolution of Presidents cabinet -8- b. Legislative power vested in Congress 1) Encroachment on the appointive power of of president 2) Civil service c. Judicial power vested in Supreme Court d. Systems of checks and balances 5. Evolution of unwritten constitution D. Study of the causes of the present war 1. Allies stood for public morality, honesty and fulfillment of obligations of treaties 2. Central powers belief in doctrine that might is right, in superman E. Problems of today 1. Cbmpart with problems of the period of reconstruc' tion 2. Rights and obligations of labor 3. Rights and obligations of capital 4. Rights and obligations of the community 5. Rights and obligations of women International relations A. Fundamental differences between the governments known as the Central Powers and those governments known as the Allies 1. The German doctrinea scrap of paper'*, fright fulness 2. The doctrine of the United States and her Allies--. .* integrity of nations, sacredness of treaties P. Brief discussion fundamental differences between government of the United States and her Allies 1. Chief differences in the character of constitutions of United States and England; France; Italy; United States Constitution written. Note; United States one of the youngest nations but has the oldest constitution. Democratic features of the United States Constitution; -undemocratic features. 24 Constitution of Great Britian unwritten; democratic . features; undemocratic features 3. Constitutions of France, Italy and the other allies 4. Differences in powers of the executives 5. Differences in organization and in powers of national legislatures 6. Differences in degree of centralization of government a. Contrast an American state with a French Department h. Contrast home rule of cities in .America with cities ofFrance and England 7. DlfferHQces in governmental attitude toward depend-. encies a. British colonial policy To,. American colonial policy c. French colonial policy C. Fact3 and figures regarding costliness of international wars 1. Estimate of cost of present war in lives 2, Estimate of cost of present war in property and money D. Development of friendly international relations 1. Cooperation of governments in suppressing piracy 2. Cooperation of governments in suppressing slave 3. Cooperation of governments in international postal . and telegraph, service 4. Growth of arbitration a. The Hague Conference b. Principal propositions of the League of Nations 6, Relations with South and Central America a. Monroe Doctrine -10- EE. Closer international relations after the War 1. Political 2. Cultural 3. Commercial F..= Racial and geographical dif ferences 1. Of the Balkan states 2, Of the former. Austrian Empire Statement regarding the ORGANIZATION AND WORK of the DEPARTMENT OF CITIZENSHIP of the ARMY EDUCATIONAL COMMISSION A. E. F.---Y. M. C. A. Prepared hy John A. Kingsbury, Director Paris, France December 6, 1918 SUMMARY OF ESTIMATE OF EXPENDITURES of tile DEPARTMENT OF CITIZENSHIP o f the ARMY EDUCATIONAL COMMISSION A.' E. F.---Y. M. C. A. For the ten months' period, January 1 to October 31, 1919. Franca 1. Personnel, salaries, living expenses, etc. 2,148,748.90 2. Construction and 1,221,000.00 222,000.00 operation of exhibits 3. Printing and distribution of literature 2,062,500.00 375,000.00 440,000.00 80,000.00 587.224.89 106.788,16 # . 4. Cinema films 5. Contingent This estimate does not include anything for overhead nor for transportation of personnel to and from France. It includes nothing for moving picture machines. It assumes that all the general services of the Y. M. C. A. will be available for the Department of Citizenship as for other Y. M. C. A. activities, and that the cost will be charged against this department but included in the budget. Statements regarding i * the ORGANIZATION AND WORK of the DEPARTMENT OF CITIZENSHIP of the. ARMY EDUCATIONAL COMMISSION A. E. F.---Y. M. C. A. I. INTRODUCTION General Order #192, paragraph 1, issued hy General Pershing October 31, 1918, states that: V \"\"The Young Men's Christian Association, through the Y. M. C. A. Army Educational Commission, has organized, -pith the approval of the Commander in Chief, an educational system charged with the standardization of educational methods and the establishment of schools for instruction of officers and soldiers in all of the larger posts, camps and hospitals of the American Expeditionary Forces.\"\" The order further provides that in compliance with the provisions of A. R. 449, \"\"post, regimental or detachment commanders will establish post schools in all posts, cantonments, hospitals or rest camps, or areas which have a constant population of five hundred or more soldiers,\"\" and that \"\" action will be taken under the provisions of Army Regulations to secure proper rooms, heating, lighting, equip- fc ment and service, when same is not otherwise provided.\"\" The post schools are to be controlled by post commanders as to \"\"discipline, attendance, sanitation, and, in the absence of volunteer civil agencies, instruction; but such instruction will conform to the approved system of the Y. M. C. A. Army Educational Commission, and -2- such schools will he subject to inspection and supervision as to methods, results and subjects of instruction by properly authorized agents of the Y. M. C. A. Army Educational Commission. The order further provides that wherever practicable \"\"the buildings, organization, equipment, maagernent and other facilities provided by the Y. M. C. A. Army Educational Commission will be utilized as the post schools by commanding officers. In such case, l the duties of the commanding officer will be limited to those necessary to proper discipline, sanitation, and regulation cf attendance; and the duties of the school officer of the post or camp to liaison with the Y. M. C. A. War Educational Commission's agent, and superintendence of discipline, attendance and sanitation of the post schools under the direction of the commanding officer.\"\" It directs the commander of each of the various army units to appoint a qualified member of his staff as a school officer, who is charged with certain duties of supervision as hereinafter provided. Attendance of the post schools is made voluntary for officers and soldiers except in so far as special instruction is required in subjects which the commanding officer \"\"deems necessary to the interest of the service, or in the case that individual soldiers require special mental or physical education to fit them for their duties as soldiers or citizens.\"\" The order provides, however, that students who have entered any unit of the course of instruction, will be required to complete that unit. Should military duties interfere with the completion of of any course, a transfer card will follow the soldier showing subjects * studied and progress made. This card will go with the soldier's service record, and, when opportunity again presents itself, the soldier is expected to again enter a school in. the course which he has previously studied. \"\"On satisfactory completion of a given course a certificate of proficiency will be issued by the Y. M. C. A. Army Educational Commission and countersigned by the Local school officer.\"\" The order further provides that instruction is to be standardized as to \"\"textbooks, courses, records and requirements in accordance with the^ system arranged by the Y. M. C. A. Army Educational Commission, approved by these headquarters. It will comprize the follow- ing subjects: French language History, character and institutions of the people of the Allied nations Causes of the war and America's participation Civies Courses in common school subjects Special courses for examination for promotion. At places where civil organizations have provided the necessary facilities the following may be included; Special corresponden.ee and university extension courses Physical education Additional subjects authorized by these headquarters.\"\" J Finally \"\"The Fifth Section of the General Staff is charged with liaison with the Y. M. C. A. Army Educational Commission in all matters relating to Army education\"\" and it is provided that this order is to be in full effect on the 1st of January, 1918. -4- In order effectively to translate into action the provisions of the above order, the Array Educational Commission has organ- ^ ised a department charged with responsibility for instruction in each of the principal subjects mentioned. The subject of Civics is entrusted i to the Department of Citizenship. The Department of Citizenship, as its name indicates, takes a broad and practical view of the subject called Civics. The course of study and instruction to be undertaken by this department will be only incidentally academic. It will consist rather of a practice' training for citizenship. Its instructors will realize that the students with whom they work are not boys but men: men who have already shown willingness to leave their families and homes to fight for a great cause; men who have freely offered to lay down their lives in a foreign land for the greatest of all civic ideals--liberty and freedom; men who have learned in full measure the minutia of the machinery of war, created by the obligation of citizenship to defend all those things which are sacred to it. These men are about to return home to fight \"\"the savage wars of peace\"\". They are as anxious to learn the minutia of government necessary to fit them for their duties as citizens as they were to acquire the skill and training which made them fit to perform their duties as soldiers. Many of them have not had the opportunities which the obligations of citizenship involve,' ethers seek a better understanding not only of our own > government but of the other governments with which we are now more intimately associated. The Department of Citizenship, through its executive staff and its corps of instructors, will endeavor to offer practical courses in training for citizenship; courses which will meet -5- the intellectual demands and requirements of the officers and men of the American Expeditionary Forces; courses whose aims and purposes will stimulate the civic ideals by methods calculated to create the maximum amount of interest in a large and important subject matter in the shortest possible space of time. The whole aim and purpose of this course is based on the assumption that we are going to be living in a democratic world after the war and that every sovereign citizen will want to have a thorough understanding of those democratic aims and a better intellectual equipment to enable him to play his part. The following outline deals with a somewhat detailed statement of the aims and purposes of the Department of Citizenship; it indicates the content of the principal topics to be \"\" taken up; and is followed by a discussion of methods and procedure?, and mentions certain equipment which will be essential; it indicates the type of personnel which the department will endeavor to secure; it shows in broad outline the plan of organization and presents a budget .estimate of the probable cost of carrying on the work of the Department of Citizenship for the ten months ending Oct.31, 1919. II. AIMS AND PURPOSES The broad aims and purposes of the Department of Citizenship include the following: 1. To intensfy the interest of the officers and - men of the American Expeditionary Force in the opportunities and obligations underlying ** citizenship 2. To interpret these opportunities and obligations to the officers and men of our army in concrete conceptions of the application of the ideals of democracy, liberty and justice in the everyday affairs of government -6- 3. To cultivate in the students an attitude of constructive, democratic effort through 45 municipal, rural, atate and national administration, by means of which governmental policy expresses itself 4. To inculcate an. intense and intelligent interest in issues, men, methods and machinery of government; All this to the end that out country and our world after the war may be one in which a greater measure of justice--individual, I political, social and industrial--will be meted out to men; a world in which there will be a more even distribution of domestic, community, national and international opportunity and happiness; a country and a world in which, in fact, we shall live for the purpose of promoting the general welfare of our generation and of our posterity, V III. CITIZENSHIP--ITS OPPORTUNITIES AND OBI IGATIOKS The opportunities and obligations underlying citizenship, v/hich the department aims to interpret to the officers -and men of the American Expeditionary Force, may be classified under the following main divisions: 1. The obligations to one's home 2. The obligations to one's local community 3. The obligations to one's state 4. The obligations to one's nation 5. International obligations. f 1. THE OBLIGATIONS TO ONE'S HOMS; including not only his family, but also his immediate circle of friends and neighbors, obviously are included in the teachings of Christianity, and are embraced by the common law and statute law. The practice of Christianity in one's' 7 7s life and dealings with one's family and one's friends and neighbors is the first obligation of every good citizen. Moreover when that ob ligation is fully met practically all others are covered or naturally follow. To be more specific, however, the obligations to one's home which directly or indirectly should be indicated as fundamental to good citizenship, include: a. Loyalty to family and friends b. Frankness with consideration to others feelings and opinions o. Temperance and moderation in all things d. Patience and tolerance e. Cheerfulness and kindliness f. Generosity with judgment and discrimination g. Energy and thrift, as means but not as ends h. Honesty and the prompt payment of all debts, financial and otherwise i. Avoidance of waste and ostentation j . Respect for simplicity, and contentment with the simple life k. Cultivation of proper respect and regard for reasonable discipline and order on the part oj~ children Prevision for recreation, play, fresh air, and sunshine m. Making the home physically as well as spiritually K beautiful, not only for the sake of one's family but for the sake of one's friends and neighbors n. Providing the home with conveniences as well as reasonable comforts o. Having the proper regard for the principles of hygiene and sanitation. The above enumeration of some of the most important oppor- -8- tunities and obligations in one's home life relate mors particularly to the development of the character of the individual and pertain more directly to the religious and spiritual life than to what is ordinarily thought of under citizenship. Most of these underlying obligations are undoubtedly fully covered in the religious progiam of the Young Men's Christian Association, which is being carried out by another department, therefore it is unnecessary for the Department of Citizenship to undertake the development of any specialised work of this nature. A training in these fundamentals of character are assumed as a prerequisite to citizenship. All citizenship work must assume an understanding and a genuine appreciation of the obligations which one owes to his home, to his immediate family and his circle of friends. Throughout the course in citizenship these matters will be treated incidentally from time to time, and will, of course, be deferred to and stressed wherever necessary, but in such a manner as not to be resented by officers and men of the army. The last four headings above will be treated under the obligations to one's community on the ground that they are necessary to make the family a desirable unit of the body politic. 2. THE OBLIGATIONS TO OHSS lOOAu COMMUNITY require, in addition to such simple rules of personal action mentioned above', other more obvious but indispensable rules governing public duty and public morality, among which may be included the following: a. Active and unselfish interest in the affairs of the community b. Sympathetic interest in the affairs of all members of the community, particularly the less fortunate c. Participation in the management of public affairs (1) Participate in local organizations such -9- i b as good government leagues, chambers of commerce, etc. 2. Taking part in primaries and other official add semiofficial party meetings 3. Registering and voting, after careful consideration of both men and measures 4. Aiding, from time to time, in the presentation of the true facts and issues to the voters of the community 5. Voting and honestLy and efficiently administrating any public office to which one is called, but not seeking office for selfish ends. d. Active participation in voluntary and governmental movements to promote the following community activities; 1. Good schools, which should include (a) The selection of properly qualified teachers (b) Sanitation and adequate equipment adapted, to the health and physical needs of growing children (c) Open air schools for children predisposed to tuberulosis (d) A modern curriculum for both elementary and secondary schools, including proper training for citizenship and vocational training. 2. public health, including measures to secure (a) Prevention and control of infant mortality (b) Prevention and control of tuberculosis (c) prevention and control of other communicable diseases (d) Medical school inspection and higher standards of child hygiene (e) The keeping of complete vital statistics as one factor to be utilized in general -10- public health education (f) A clean milk supply (s) Protection of other food supplies (h) Pure water supply (i) Safe and economic sewage disposal and garbage (J) Popular education as to public health ideas pr ac t i c al 3. Efficient public charities, including measures, and institutions' rob 'the nunahe care, treatment and protectidn of (a) Foundlings, illegitimates and their mothers (1) Neglected, destitute and delinquent children (c) The imbecile and the feebleminded (d) The insane and the inebriate (e) The temporarily homele ss (f) The unemployed and the unemployable (h) The sick and the injured (i) The aged and the infirm (J) Ihe poor and the pauper dead. These measures and institutions Y/ould embrace: (a) Childrens hospitals; hospitals for adults, both acute and chronic (b) Cottage homes for the aged and infirm (o) Farm colonies for inebriates, for tramps, for vagrants and for the semi-ablebodied (d) A psychiatric institution for the observation, study and segregation of mentally ,. 25 \"\" 35 3 Bur9au of Public Welfare -J < Chief Assistant Chiefs Secretary to Chief Secretaries to Assistant Clerks -ecturers Chiefs 1 1 1 2 5 16 26 4. Bureau of Public Works Chief Assistant Chief Secretary to Chief Secretary to Assistant Clerks lecturers 1 1 1 1 3 8 5, Bureau of Public Safety Chief 1 Assistant Chief 1 Secretary to Chief 1 Secretary to Assistant 1 Clerks 3 Lecturers 8 15 6. City planning and Housin, Chief 1 Assistant Chiefs 2 Secretary to Chief 1 Secretaries to Assistants 2 Clerks 6 Lecturers 25 37 7. Government, City, State and Nation Chief 1 Assistant Chiefs 2 Secretary to Chief 1 Secretaries to Assistants 2 Clerks 6 Lecturers 25 37 -33 8. International J Chief J-Assistant Chiefs 2 Secretary to Chief 3-Secretaries to Assistants 2 Clerks 6 Lecturers 25 8. Labor Problem and Industrial Relations Chief Assistant Chief Secretary to Chief Secretary to Assistant Clerks Lecturers 1 1 1 1 10. Reguirements--Exhibits, Films, literature, etc. Chief 1 Assistant Chiefs 2 Secretary to Chief 1 Secretaries to Assistants .2 Clerks ^-0 Exhibitors 25 41 In addition to the above there will be a number of operators., demonstrators, lecturers and writers. These should probably include experts on education, experts on public health, experts on public charities, experts on agriculture, experts on forestry, experts on public vj-orks, experts on public highways, experts on taxation and budget making. These experts should all be selected with special reference to their ability to popularize their respective subjects. They should be selected as far as possible from volunteers and probably some of them are already in the service of the Y. M. C. A., or in the Army. As soon as the Director for this work is selected and the rough outline of the program agreed upon, a competent assistant should be chosen in America to catalogue all existing moving picture iilms, lantern slides, pamphlets and leaflets and other literature which may -34- be converted, into material for this Bureau. He should be instructed by cable to get into touch with the best scenario writers, title writers J and moving picture producers, for the purpose of arranging for the production of one or more great films, dedicated especially to this undertaking. If possible, a man like Griffith, who produced \"\"The Birth of a Nation\"\", should be enlisted in the service to produce one or more films which would catch not only the officers and men of the A. S. F., but capture the citizens of our home communities as well. Men like Irving Cobb, Ellis Parker Butler, and other popular writers and illustrators like Charles Dana Gibson, Balfour Kerr, Arthur Young and others ought to be pressed into the service to prepare telling illustrated leaflets and popular pamphlets dealing with the subject of citizenship. To avoid loss of time, some big man ought to be selected, with sufficient ''M funds at his disposal to enable him to proceed at once to catalogue and collect this material and to interest the right people in the production of new material. . SUGGESTED PERSONNEL It'is difficult to say just what personnel one would need at the outset, or just where it could be secured. It is more than likely, however, that almost any man in America who is ,not already carrying a very heavy load of responsibility in connection with the war, would be willing to give up a portion of his time to participate in such an undertaking as the Y. M. G. A. contemplates. Simply by way of memoran-4 dum, there is herewith appended a list of names of the type of men who would be interested in such a service and whose services would be invaluable if they could be secured: -35- 1. Prof. John Dewey, Columbia University 2. Prof. Davis S. Snedden, professor of Educational Sociology, Teachers' College, Columbia University; formerly Commissioner of Education of the State of Massachusetts 3. Prof. Franklin H. Giddings, Professor of Sociology, Columbia University 4. Hamilton Hdtl, editor of the \"\"Independent\"\" 5. William Allen White, editor \"\"Emporia Gazette\"\", Kansas 6. Raymond Robins, formerly of the \"\"Men and Religion Forward Movement\"\" 7. Ray Stannard Baker, of the American Magazine 8. Owen Love joy, of the American Child ^abor Committee 9. Prof. Jeremiah W. Jenks, Cornell University 10. Gifford Pinchot, formerly Chief of Forestry, Washington, D. C. 11. prof. James T. Shotwell, professor of History, Columbia University 12. Dr. Charles Beard, of the Bureau of Municipal . Research, New York City 13. Richard S. Childs, Short Ballot Association, New York City 14. Henry Bruere, Formerly City Chamberlain, New York City 15. Prof. Samuel HcCune, Lindsey, Columbia University. IB. Hon. William JA Doherty, formerly Deputy Commissioner of Charities of New York City 17. Dr. Edward T. Devine, Columbia University, formerly director of School of Philanthropy, New York City 18. Hon. Stanley H, Howe, formerly Deputy, Commissioner, Public Charities, New York City -35- 19. Rober.t S. Binkard, formerly Secretary of the City Club, New York City 20. James H, Hutchins, Business Manager, New York , Association for Improving the Condition of the Poor, and expert on exhibits 21. Prof. C. E. A. Winslow, expert on public health, professor in Yale University 22. Dr. Donald B. Armstrong, formerly director Public Welfare, National Association for Improving the Condition of the Poor 23. Prof. George D. Strayer, professor of school administra tion, Teachers' College, Columbia University 24. Charles Fouquet, manager of the Cadillac Company, New York City; formerly in charge of the New York City and State Exhibits at the Pan-American Exhibition, San Francisco, California 25. Dr. Gardner T. Schwqrtz, Health Officer, State of Rhode Island 26. Dr, H. D. Pease, of the lemerlie -laboratories, New York City 27. Hon. Leonard Walstern, formerly Commissioner of Accounts, New York City 28. Judge Ben -lindsay, Judge of the Juvenile Courts, Denver 29. Mrs. Florence Kelly, National Child labor Committee 30. Dr. Walter E. Weyl, author of \"\"The New Democracy\"\", \"\"American World Policies\"\", etc. 31. Raymond V. Ingersoll, formerly Commissioner of Parks, New York City . 32. Fredrick law Olmsted, landscape Architect 33. Hon, George Bell, Formerly Commissioner of 1icenses 34. Hon. Paul Wilson, formerly executive secretary to Mayor Mitchell, New York City 35. Dr. John S. Billings, formerly Deputy Commissioner of Health, New York City 36. Dr. George H, Golar, Commissioner of Health, Rochester, New York City -37- Dr. Hoyt Dearholt, Milwaukee Mr. Joseph T. Ailing, Rochester, N. Y. Hon. John T. Peatherston, New York Dr. Walter E. Fernald, Supt., State School for Feeble Minded, Waverly, Mass. Hon. Oscar S. Strauss, General Manager of the Public Service Commission, New York State Hon. Thomas Mott Osborne, formerly Warden Sing Sing Prison Dr. George W. Kirchway, formerly Dean of Law School of- Columbia University Mr. Frank Aydelotte, Commissioner of Education training, War Dept., Washington, D. C. Sec. Houston, Secretary of Agriculture, has done admirable work with exhibits, movies and other popular educational methods. He has a number oftraveling exhibits planned to be shown in railway coaches in connection with movies, display charts, etc. Uharles R. Crane, Edward Feline, Mr. Justice Brands is woiald be helpful in getting this matter before the Secretary of Agriculture. Mr. Edward Feline would also be an admirable man to consult in regard to educational materials and mthods, and especially in regard to competent personnel. Mr. Felix Frankforter would also be extremely helpful in suggestions relating to this whole program Judge William H, Waddams, interested in League to Enforce Peace. . Mr. Short, Secretary to above league Mr. Hamilton Holt, editor of \"\"The Independent\"\" interested in above league -38- | Hi33 Bertha Tomlinson, at .present with. Red Cross in France, interested in above league Norman Hapgooo., ini luential in national administration, could assist especially in speeding passports and in suggesting personnel, and in getting\"\" educational material fromthe government. He is especially close to Sec. Houston, from whom we desire to get special exhibits Ellis Parker Butler, author of \"\"Pigs is Pigs\"\" etc, and Irving Cobb and other popular writers to write popular, illustrated stories on government, similar to those used in the Mitchell campaign J. R. Commons, University of-Wisconsin, interested in labor problems President Walter E, Clark, University of Nevada, would speak especially on public finance, and would give popular lectures on tariff,., trust, immigration, and labor problems Clinton Rogers Woodruff, National Municipal ^eague Lawson Purdy, same as above Dr. S. Adolphus Knopf, popular lecturer on tuberculosis Dr. Wood3 Hutchinson, lecturer on public health Dr. E, E. Ross, University of Wisconsin, interested in general sociology Robert Shantun, Columbia University, interested in introductory sociology Prof. Chaddock, C0ium-bia University, interested in popular interpretation of statistics Edward G. Miner, Rochester, N. Y., nrofessor of charities (suggested by Frank E. -Wing) Dr. Sinclair Drake, Sec. State Board of Health, Springfield, Ill. Expert on exhibit preparation and equipment, well-known to Dr. Evans i 66. Paul Kennedy, Committee on Public Information, has Citizenship Film / 67. Ernest Pool, Same as above co iQ : J. Allen Smith, same as above 69. Prof. Irving Fisher, author of Metropolitan Pamphlet, \"\"How to iiive Long\"\" 70. J. S. Slicher.of Leslies Weekly (L. S. Kirkland, special correspondent) 71. C. G. Routzchin, in re exhibits 72. Gardner T. Schwarts, in re exhibits. Has special charts on typhoid, tuberculosis, etc. 73. Ben Marsh, exhibits 74. John B. Andrews, social insurance 75. I. N. Robinson, social insurance . 76. Lee K. Frankell, social insurance 77. Miles Dawson, social insurance 78. Gifford Pinchot, National Conservation Association 79. Charles R. Beard, Bureau of Municipal Research, New York City CD o Samuel Lindsey, same as above 81. r - Henry Bruere, same as above 82. E. P. Goodrich, same.as above 03 03 Leo Frank, formerly with Filene of Boston,, author of Peace Table Talks -3* 00 Richard S, Childs 85. * Lt. Col. Snow, National Social Hygiene Association, has a very real health film \"\"Fit to Fight\"\" 86. E. A. Winslow, New York Department of Health co John Daniels, National Tuberculosis Association While there are almost insuperable difficulties to the organization of the Department of Citizenship and the carrying out of the above program outlined for its organization, it is believed that those difficulties may be overcome. If it were necessary to build up an entirely new organization, to manufacture new cinema films, to develop and construct new exhibits, to write entirely new educational pamphlets, to train a completely new staff of lecturers and popular speakers, our task would doubtless be too difficult to accomplish in the short space of time at our disposal, and in view of the many almost insurmountable obstacles due to the fact that the world has been at war for the past i four years. Fortunately, however, there are in America well-organized associations and societies with years of practical experience back of them in this very field of popular education; such associations, for example, as the American Public Health Association, the National Association for the Study and Prevention of Tuberculosis, the American Social Hygiene Society, National Child Welfare Organization , National Association for the Prevention of Infant Mortality, the American Institute for Public Safety, the Committee on Safety, the ^ational Municipal League, the Short Ballot Association, the National League to Enforce Peace, and a host of ethers equipped with moving picture films, exhibits, literature, and trained lecturers. These associations usually have the various conflicting points of view represented on their boards of managers, and deal primarily in fundamentals, upon which there is a substantial consensus of opinion. They have a certain financial backing which might be drawn, upon in. emergency. They have trained personnel giving all or part time to their various specialties in. citizenship and social service . They are obliged each year to spend a considerable part of their budget to secure audiences, and it is doubtful whether any one of these organizations reaches more then a few hundred thousand people in the course, of a year. Undoubtedly any or g.an. iz at ion in America whiich exists for the purpose of popular education along the lines of citizenship would welcome such an opportunity as the Army Educational Commission of the Y. M. C. A. is prepared to offer. Doubtless the pick of the best organisations in America would be available to take up this work in France with the American. Army almost immediately, and the trustees of the organization would, in all probability, consent to the use of the best educational material in their possession. These organizations are all mobilized; they are equipped; they could begin their work with the American Army immediately upon arrival in France. For example, the League to Enforce Peace might very well become the Bureau of Intern at ion al Relations of the Department of Citizenship. The National Municipal League would probably welcome the opportunity to become the Bureau of Governments. The Public ^ealth Association would be glad to take charge pf public health. In any event, it may confidently be expected that a number of these national and state organizations would willingly participate in such a great educational program with reference to training for citizenship, and would be willing to accept a proposal to take charge of a certain section of this work in the Y. M. C. A. and thus to ensure the success of the undertaking of the department on a considerable scale in the briefest possible period of time. VI. BUDGET ESTIMATE The difficulties of forecasting the budget for the Department of Citizenship are many. Peace is upon us and the Army is already beginning to move toward America. We do not know how many divisions v.till be lei t in France after peace is declared.. We do not kno?/ where these divisions will be stationed. We do not know how many \"\"schools\"\" i f we can organise. We do not know how many halls or huts will be available for moving pictures and for lectures. We are not absolutely certain just how many exhibits or moving picture films are already available or ho?/ many we shall have to develop, nor have we exact information as to costs. With the present restrictions on the manufac-tire of paper and the difficulties of securing rapid printing, it is not easy to say definitely what vie can do with respect to our literature supply. It is not possible at this distance to ascertain just what personnel can be secured or what the personnel ?/ill cost. Some will have to have salaries if they sacrifice what they are doing now. We are confident, hov/ever, that many will be glad to come as volunteers. Others will be glad to come at moderate rates. Notwithstanding all these difficulties and uncertainties, we believe that the budget herewith attached is a reasonable estimate of the cost of operation covering a period of ten months ending October 31, 1S19. If seventy-five percent of5 the program could be achieved within the total figure of this estimate the cost would be a reasonable one, The estimate is based on the most accurate information v/hich we have been able to secure under the circumstances. It assumes that we shall be able, to reach a considerable portion of the A, E. F. before the men embark for America. It assumes further that there will be an army V of at least one half million men in France for six months or more. It is based on the assumption that the Y. M. C. A. huts will be available and that there will be many army barracks and tents ?/hich can be used as well as halls and other public build.ir.gs in the cities where units of the Army are stationed. There are l&tipQ y. M. C. A, huts, although (TO many of these we realize are too small for exhibition. There are, however, eighty type B huts which have capacity of from 800 to 1200 men, $ and which would undoubtedly accommodate the large exhibits. In addition to these wfe shall no doubt be able to make use of halls, hotels, and other places run by the Y. M. C. A/, particularly at Bordeaux, Brett and in other iarge cities. This estimate of personnel, of moving picture films, of literature and the exhibits, -is based upon the assumption thfct we shall be able to use these huts, halls, tents, etc. in whatever measure available. The costs are based on practical experience of the Rockerfeller Commission American Red Cross and the Y. M. C. A. in France. 4 * -44- SYNOPSIS OF PLAN OF WORK FOR A DEPARTMENT OF CITIZENSHIP AB2.IT EDUCATIONAL commission. A. E. F. Y. M. C. A. Prepared by John A. Kingsbury, Director, Paris, France. December 6, 1918. I. INTRODUCTION In order effectively to translate into action the provisions of General Orders #192, issued by General Pershing on October 31, 1918, the Amy Educational Commission has organized a department charged Tilth the responsibility for each of the principal subjects mentioned in the above orders. 9 The subject of Civics, which is broadly interpreted as a train- ing for citizenship, is entrusted to the Department of Citizenship. The whole aim and purpose of the training for citizenship is based on the assumption that we are going to live in a democratic world after the War; that every sovereign citizen will want to have a thorough understanding of those democratic aims; a better intellectual equipment to enable him to play his part. H. ABiS AND PURPOSES 1. To intensify interest in the opportunities and obligations underlying citizenship. 2. To interpret citizenship obligations in concrete application of ideals * of democracy, liberty and justice in every-day affairs of government. 3. To cultivate an attitude of constructive democratic effort through municipal, rural, state, and national administration by means of which governmental policy empresses itself. To inculcate interest in issues,^men, methods and machinery of government. 4. -2- IIi. CITIZENSHIP ITS OPPORTUNITIES AM? OBLIGATIONS. 1. Obligations to one's hone. a. Practice of teachings of Christianity in one's life and deal-l f ings with one's family, friends and neighbors. (Here follow an enumeration of the more specific obligations to one's home, which are fundamental to good citizenship. These, however, relate primarily to spiritual life and character development. This is subject matter of the religious program of the Y. M. C. A. Therefore, the Department of G Ditizenship will not develop specialized work under these heads, but will deal with them incidentally. 2. Obligations to one's local community. a. Active and unselfish interest in affairs of the community. b. Sympathetic interest in affairs of all members of communi- ( ty, particularly the less fortunate. c. Participation in the management of public affairs. d. Participation in public movements to promote in the community: (1) Good schools, whose aim is to prepare children for citizenship; that is, for life in their own time and in their own locality. (2) Public health, including measures to secure: (a) A clean milk supply. (b) Pure water. (c) Safe and economic sewerage and garbage disposal. I (d) Protection of food supply. (e) Prevention and control of contagious diseases. (f) Prevention and control of tuberculosis and other communicable diseases. 7- (a) In suppressing piracy. (b) \"\" 11 slave trade. (c) In international postal and telegraph service. J 8. Closer international relations after the War. (1) Political (2) Cultural (3) Commercial f. Racial and geographical difficulties. IV. METHODS 1. Class instruction and other academic work. 2. Cinema and stereopticon. 3. Graphic exhibitions. 4. Popular pamphlets and leaflets. 5. Popular lectures. 6 Demonstrations. V. ORGAHIZATIOrl 1. General supervision and administration. 2. Bureau of Public Health Education. 3. Bureau of Public HeIfare Education. 4. Bureau of Public Porks Education 5. Bureau of Public Safety Education. 6. Bureau of City Planning Education. 7. Bureau of Governmental Organisation. 8. Bureau of International Relations. 9. Bureau of Labor Problems and Industrial Relations. 10. Bureau of Requirements. VI. SUMMARY AI'ID BUDGET ESTIMATE. -3- r * (g) The keeping of complete vital statistics to be utilized in general public health education. (h) A continuing reduction in the rate of infant mortality. (i) Higher standards of child hygiene. (j) Advanced knowledge by means of original research, or by collection and collation of the results of modern research, as a basis for improved methods of sanitation and public hygiene. (3) public Charities, including measures and institutions to provide for the humane care, treatment and protection of: (a) Poundlings and illegitimates. (b) Orphaned, dependent and delinquent children. (c) The imbecile and the feebleminded. (d) The insane and the inebriate. (e) The temporarily homeless. (f) The unemployed and the unemployable. (g) The tramp and the vagrant. (h) The sick and the injured. (i) The aged and the inform. (j) The poor and the pauper dead. These measures and institutions would embrace: (a) Childrens hospitals; hospitals for adults, both acute and chronic. (b) Cottage homes for the aged and infirm. (c) Farm colonies for inebriates, for tramps, vagrants, and for the semi-ablebodied. (d) A psychiatric institution for the observation, study and segregation of mentally disturbed patients, and for the care of such persons pending admission to county or state institutions. (e) Cottage institutions for the care of the feebleminded, pending admission to a state institution. (f) Municipal lodging houses for the temporary care of the homeless and unemployed. (g) Public employment bureaus. (h) A humanely appointed and administered municipal mortuary. (i) A childrens clearing bureau and temporary home for the study, diagnosis, treatment and segregation of dependent, neglected and delinquent children pending final disposition. (j) Children's Home Bureau for finding suitable homes for boarding and placing children in them under supervision. (4) Public works, covering a considerable catalogue of community projecTs~artcT\"\"activities, chief among which are: (a) The construction and maintenance of waterworks and sewerage systems, (b) Paving streets. (o) Laying and supervising gas mains and conduits. (d) Maintaining street lights and possibly a municipal lighting system. (e) The upkeep of bridges and the operation of public ferries. (5) Parks and playgrounds and Public Recreation, including: (a) Public parks. (b) Public recreation centres. (c) Comfort stations. (d) Rest rooms. (e) Recreation piers. (f) Public danoe halls. (g) All other public amusements maintained by the community. (6) Correctional Institutions, which should include in addition to ordinary jails, institutions for modern correctional work, such as: (a) pfork houses. (b) penitentiaries for short term prisoners. (c) Reformatories for mail adult offenders. (d) Separate \"\" \"\" female \"\" \"\" -5- (e) Industrial and farm colonies for the humane treatment and correctional care of juvenile offenders. (7) Police Protection, which should include not only the maintenance of orderand the detection of crime, but such constructive social services as: (a) The regulation of traffic. (b) Assistance and information to passing citizens. (c) Sympathetic oversight of child life in city streets. (d) Probation work for first offenders. (e) Parole work among paroled prisoners. (f) Friendly advice to the poor regarding public and private institutions which exist for their benefit. (g) Advising and directing the unemployed. (8) Fire Protection, including the maintenance of: (a) A well trained and disciplined fire fighting force. (b) A chain of well located fire stations. (c) Complete modern motor equipment and apparatus. (d) A well organized bureau of fire protection. (e) A thoroughly trained force of inspectors. (f) Occupational work to employ the idle hours of firemen. (9) A Budgetary System, with complete publicity for all financial\"\" Transactions of the community-purposed, current and completed. 3. Obligations to one's State The obligations under which a citizen of a state is placed are similar to his obligations to his local community. fhe outline content of this part of the course, therefore, is similar to the above, with obvious modifications relating especially to rural life and to special state functions. This subject is treated in s|cme detail in the text, hence the details of outline will not be repeated here. -6- 9 * 4. Obligations to one's nation. These constitute the highest and heaviest social obligations imposed upon the citizen. To meet them requires the purest patriotism, and the highest devotion, and at times the greatest sacrifice which a citizen is called upon to make. Thi3 subject is worked out similar;.to the outline in paragraph 2 above. For the sake of brevity, details will not be given here. 5. International obligations. a. Fundamental difficulties between the governments known as the central powers and those known as the allies. (1) German doctrine. (a) \"\"Scrap of Paper.\"\" (b) Frightfulnes s. (2) Doctrine of the United States and her allies. (a) Integrity of nations. (b) Sacrednes3 of treaties. b. A brief discussion of fundamental differenoess between the government of the United States and her allies. (1) Character of eonstitution. (2) Powers of executive. {3) Organization and powers of national legislature. (4) Degrees of centralization. (5) Dependencies. c. Facts and figures in regard to frequency and costliness of international war3. (1) Estimate of cost in men. (2) Estimate of cost in wealth and prosperity. d. Development of friendly international relations. 1. Co-operation of governments. VII - Summary of Budget Estimates continued from Page 7 Personnel, salaries, living expenses, etc* 2148,748.90 390,681.62 Construction and operation of exhibits 1,221,000.00 222,000.00 Printing and distribution of literature 2,062,500.00 375,000.00 Cinema films 440,000.00 80,000.00 Contingent 587,224.87 106,768.16 6,459,473.79 1,174,449.78 DEPARTMENT OF CITIZENSHIP - ARMY EDUCATIONAL COMMISSION A. E. F. - Y. M. 0. A. I m Administration Public Hsalth Public Welfare Public Works Jli IHJi Public S: J.U PuUlVJ '? ety LUO UUxU City Planning and Housing Xhli XO J.57 Government City, State and Nation Inter Gov national ernnent LP.bsr Problems and Industrial Relations Requirements Total 1 No. Amount No, Amount No. Amount No. .Amount No. Amount No. Amount No. Amount No. Amount No. Amount No. Amount No. Amount | SALARIES: 1 Chiefs 1 27,500.00 1 10,000.00 1 20,000.00 1 10,000.00 1 10,000.00 1 10,000.00 1 10,000.00 1 10,000.00 1 10,000.00 1 10,000.00 10 117,500.00 fl Assistant Chiefs 3 48,748,00 1 10,000.00 1 10,000.00 1 10,000*00 1 10,000.00 2 20,000.00 2 20,000.00 2 20,000.00 1 10,000.00 2 20,000.00 16 178,748.90 I B Secretari es and B Stenographers 5 37,500.00 3 22,500.00 3 22 pBOO* 0C 2 15,000.00 2 15,000.00 3 22,500.00 3 22,500.00 3 22,500.00 2 15,000.00 3 22,500.00 29 217,500.00 | B Clerks 6 45,000.00 5 37,500.00 5 37,500.00 3 22,500.00 3 22,500.00 6 45,000.00 6 45,000.00 6 45,000.00 3 22,500.00 10 75,000.00 53 397,500.00 | B Lecturers . 25 187,500.00 16 120,000.00 8 60,000.00 8 60,000.00 25 187,500.00 25 187,500.00 25 187,500.00 8 60,000.00 - - - - 140 1,050,000.00 1 Exhibitors - - - - - - - - - - - - - - - - - - - - - \"\" - - - - 25 187,500.00 25 137,500-00 15 158,748.00 35 267,500.00 26 200,000*00 15 117,500.00 15 L17,500*00 37 . 285,000.00 37 285,000.00 37 285,000.00 15 117,500.00 41 315,000.00 273- 2,148,743.90 EXHIBITS: S 4 4 4 4 8 4 40 1 Models 96 205,500.00 48 52,800.00 48 26',400.00 4? 26,400.00 40 52,800.00 48 52,300.00 96 52,300*00 43 26,400.00 - 430 396,000.00 1 TIcHel Oases mm . 96 21,120.00 48 10,560*00 48 5,280.00 48 5,280.00 48 10,560.00 48 10,330.00 96 10,560.00 48 5,230.00 - - - 480 79,200.00 1 Panel m. mm mm 768 168,960.00 334 84,480.00 334 42,240.00 S3 4 42,240.00 534 84,480.00 384 84,480.00 768 84,430.00 334 42,240.00 - ~ - 3840 633,500.0,0 1 panel Gases _ 96 7,920.00 48 3,960.00 48 1,980.00 48 1,980.00 48 3,960.00 48 3,960.00 96 3,960.00 48 1,980.00 ~ - 480 29,700.00 1 Fittings, Etc - - - - 22,000.00 - 11,000.00 - 5,500.00 5,500.00 11,000.00 11,000.00 11,000.00 5,500.00 mm mm m. * 82,500.00 ly - - - 325,500.00 - 162,800.00 - 81,400.00 31,400.00 - 162,800.00 - 162,800.00 - 162,300.00 - 81,400.00 - ~ ~ 1,221,000.00 1 J M: .llic ins Millie ns M illio -is Mallio is M: .llio ns 1 illio ns 1 [illio ns I Illio ns Mil: .ions I LITERATURE: 1 1 page pamphlets 5 137,500.00 2-1/2 53,750.00 1-1/4 34,375.00 1-1/4 34,375*00 >1/2 58,750.00 2-1/2 68,750.00 2-1/2 6S,750*00 1-1/4 34,375.00 18-3/4 515,325.00 1 8 page namphl g+.r 5 275,000.00 2-1/2 137,500.00 1-1/4 68,750.00 1-1/4 68,750.00 137,500.00 2-1/2 137,500.00 2-1/2 137,500.00 1-1/4 68,750.00 18- -3/4 1,031,250.00 1 32 page pamphlets - - - 1 137,500.00 1/2 68^750.00 1/4 34,375.00 1/4 34,375.00 i/z 68,750.00 1/2 . . 68,750.00 1/2 68,750.00 1/4 34,375.00 3- -3/4 5 3.5 $ b 2 5 0 0 0 11 550,000.00 5-1/2 275,000.00 2-3/4 137,500.00 2-3/4 1^7,500.00 5-1/^: 275,000.00 5-1 275,000.00 5-1/2 225,000.00 2-3/4 137,500.00 41-1/4 2,062,500.00 Thoi isanc 1 Th ousar d Thensa 1 nd Thousa nd Th ru-g&ricl T1 icusan d 'housa nd Thousan d Thousand F< set Feet Feet Feet Feet Feet Feet Feet F eet | FILMS: j Reprints 120 39,600.00 65 21,450.00 35 11,550.00 35 11,550.00 70 23,100.00 70 23,100.00 70 23,100.00 35 11,550.00 500 :28ooo.oo Creations 5 68,750.00 3 41,250.00 1 13,750.00 1 lo,750.00 3 41,250.00 3 41,250.00 -3 41,250.00 1 13,750.00 20 275,000.00 ,JLr. > . I VvJ-Oil wO Jji- I u o J L25 108,350.00 68 62,700.00 36 ..25,300.00 36 25,300.00 73 j 64,350.00 73 64,350.00 73 64,350.00 36 25,300.00 520 440,000.00 [CONTINGENT FUND 15,874.89 125,145.00 70,050.00 36,170.00 35,170.00 L 78,715.00 78,715.00 78,715.00 36,170.00 31,500.00 587,224.89 v TOTAL ESTIMATE 174,623.79 L,376,595.00 770,550.00 307,870.00 397,370.00 1 865,365.00 865,865.00 865,865.00 397,870.00 346,500.00 6,459,473.79",
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"transcription": "ARMY EDUCATIONAL COMMISSION A.E.F. FRANCE Y. M. C. A. Correspondence Relating to the Transfer of Its Work to the Army NATIONAL WAR WORK COUNCIL OF YOUNG MENS CHRISTIAN ASSOCIATIONS",
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"transcription": "Copies of Letters Exchanged between the Y. M. C. A., the General Headquarters A. E. F. and the War Department, with Reference to the Work of the Army Educational Commission. A. E. F 12 RUE DAGUESSEAU, PARIS, FRANCE March 14, 1919. From: E. C. Carter, Chief A. E. F., Y. M. C. A., Paris To: General J. J. Pershing, G. HQ., France Subject: Inquiry As to the Desirability of GHQ Assuming Complete Control and Responsibility for the Y. M. C. A. Army Educational Commission Y. M. C. A., New York. In view of the vast dimensions and the national importance now assumed by the Y. M. C. A. Army Educational Commission I desire to inquire whether you think that the time has come for the A. E. F. to assume the complete control and responsibility for the work of our Educational Commission. As you will remember the Y. M. C. A. undertook the responsibility of establishing an educational system for the A. E. F. at a period when the Army itself ha cl to dedicate its entire personnel and resources to crushing Prussianism. The Y. M. C. A. was able to draw upon the American public for men and women workers who were not available for direct military service, who could assist the Army materially in building up a simple educational system which would be practical during hostilities and which could be expanded rapidly when fighting ceased. A demobilization educational program could only be made possible if a substantial educational machine were built up during the period of active operations. At our request, on January 8, 1918, Mr. Anson Phelps Stokes, Jr., of Yale University, arrived in France to make a preliminary survey of educational needs in the A. E. F. On February 6th I submitted Mr. Stokes report to your Headquarters, and on March 5th the Chief of State replied: The Commander in Chief approves the project in principle and has directed that proper facilities be given for this work throughout this command. As a result of the lines laid down in a draft of two proposed general orders submitted to us on the fourth of May, the Y. M. C. A. undertook definite responsibility for educational work in the A. E. F. and constituted the Army Educational Commission, composed of Professor John Erskine of Columbia, Mr. Frank Spaulding, Supt. of Public Schools in Cleveland, and Professor Butterfield of Amherst Agricultural College. On October 31, 1918, you issued the First General Order of the A. E. F. on Education, the first paragraph of which read as follows: The Young Mens Christian Association through the Y. M. C. A. Army Educational Commission has organized with the approval of the Commander in Chief an educational system charged with the standardization of educational methods and the establishment of schools for instruction of officers and soldiers in all of the larger post camps and hospitals of the A. E. F. Subsequent to the cessation of hostilities several General Orders and Bulletins have been issued covering the expansion of the educational system demanded by armistice conditions. Operating under General Orders we have recruited and brought to France from America several hundred of the ablest public school superintendents, school and college teachers, and professors.",
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"transcription": "Under the direction of the Commission this large staff is assisting the fifth section of the General Staff in the development of the Army Corps Division and Post Schools throughout France and Germany and rendering important service in the various developments of the A. E. F. University at Beaune, Allerey, and Bellevue in accordance with paragraphs eight and nine of General Order, number nine, dated January 13, 1919. In view of the fact that as a result of the preliminary work of the Educational Commission the Army itself has now established an educational system as an integral part of the A. E. F., we wish to inquire whether there will be advantage in having GHQ assume complete responsibility for the Army Educational Commission and its staff. If you decide that the Army should take over the Educational Commission and its personnel and work, the Y. M. C. A. will undertake to pay the salaries of the somewhat over five hundred members of the educational staff who have been engaged for the work during the next few months. This together with expenses for operation and equipment will involve a total outlay of one million two hundred thousand dollars for the six months period beginning February first. In addition to this we have made a special appropriation to meet the expenses of the Bureau of Citizenship which has been affiliated with the Educational Commission. We will not seek reimbursement from the Army for the supply of nearly two million textbooks and educational pamphlets ordered in America and now being delivered here nor for the expenses incurred in America and France in securing and maintaining the large personnel now engaged in the work. These various items taken together involve a total expenditure for educational work for the A. E. F. of over four million dollars. In placing at the disposal of the Army the services of our large staff of educators we desire to assure you that if you should decide that it is best for the Army Educational Commission to relinquish its official connection with the Y. M. C. A. we will do all in our power to ensure that the present valuable program of lectures and classes supplementary to the Army school system will be maintained. In general the Y. M. C. A. will continue to cooperate to the limit with the Army educational officers in furthering education throughout the A. E. F. and help increase the mens preparedness for citizenship on their return to civil life. (Signed) E. C. CARTER, Chief Secty. A. E. F., Y. M. C. A. GENERAL HEADQUARTERS, A. E. F., Mr. E. C. Carter, March 25, 1919. Y. M. C. A., Paris, France. ' Dear Mr. Carter: With reference to your letter March 14, 1919, with inquiry as to whether it is deemed advisable for the Army to relieve the Y. M. C. A. of all further control and responsibility for the educational work in the A. E. F. you are informed that it is considered in view of the extensive educational system now being developed that complete control should now vest in these headquarters. Recommendation to that effect has been made to the War Dept, and authority obtained for the Govt, to assume complete financial responsibility for the entire educational project, including the taking over and placing under Government control members of the Army Educational Commission Y. M. C. A.",
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"transcription": "and all persons within its organization who are required in educational work. The transfer will also include the purchase of textbooks previously authorized and relieve you from further financial responsibility for other items of current operating expenses of the Commission at the earliest practicable date. It is desired in conclusion to express the highest appreciation of the work of the Y. M. C. A. through its Educational Commission in organizing the educational work at a time when it was impracticable for the Army to do so and for the continued assistance up to the present time in the wise development of the educational system in the A. E. F. The large number of well-qualified educators brought to France by the Y. M. C. A. during the past year will be of inestimable value to the Army in its educational work, and this contribution is especially appreciated. Yours very sincerely, (Signed) JOHN J. PERSHING. WAR DEPARTMENT My Dear Mr. Sloane: Washington, April 3, 1919. In compliance with your letter of March 28th, we have cabled to General Pershing that the Y. M. C. A. has approved of the transfer of the work of the Army Educational Commission of the Y. M. C. A. to the control of the Army. In accepting this transfer on behalf of the Army, we wish to thank the Y. M. C. A. for the admirable work which it did in initiating and carrying on this educational work at a time, when, because of the pressure of the all-engrossing business of actual fighting, it would have been difficult for the Army to have undertaken it. I have been familiar in a general way with the origination of the idea for an educational program for the A. E. F. in the mind of Dr. Anson Phelps Stokes; of the selection of Professor Erskine, President Butterfield and Superintendent Spaulding to organize the work in France, and of Professor Strayer, Dr. Sullivan and Mr. Fairley for the corresponding duties on this side, and I understand from my associates that because of their accomplishments it is now a comparatively easy task for the Army to carry on the work which they undertook. Upon studying the details of these accomplishments and learning that your Association had in a very short time selected, purchased and sent overseas some two million dollars worth of textbooks and educational supplies, and had recruited and sent to France nearly six hundred educational organizers and supervisors of high standing, I was more than ever impressed with the magnitude of the work already accomplished. Thanking you and your Association for beginning this great work, of an influence on the morale of the Army during the difficult period of demobilization, which only the future can measure, I am, Cordially yours, (Signed) NEWTON D. BAKER, Mr. William Sloane, Secretary of War. Chairman, National War Work Council. Y. M. C. A., 347 Madison Ave., New York, N. Y.",
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"transcription": "THE SCHOOLS OF THE PEOPLE By GEORGE F. JAMES Western Department National War Work Council Y. M. C. A. Issued from Department Headquarters 507 First National Bank Bldg. San Francisco, Cal.",
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"transcription": "FOREWORD War and Schools. History shows that in every national and racial crisis which tends greatly to modify a people whether in social, political, economic, or religious relations men turn their minds instinctively and promptly to a consideration of schools. Especially is it true that in every time of stress through war or in the effort to recover from the disaster of military defeat a people is quick to consider the schools as the great means of social regeneration. In the midst of the French revolution nation-wide plans were adopted for a system of public instruction, and after the calamitous days of 1870-71 the French people, seeking to recover from the terrible experiences of the Franco-Prussian War, turned again to the thought of public education as the best means to re-establish the national spirit. No less is it true that a nation victorious in war is often led to modify its ideals and then to seek in a reorganized education the quickest means of affirming them. Our country has already come to see that a much more democratic and practical scheme of schools is necessary than has hitherto prevailed among us. Not a soldier has come through our training cantonments over to the front lines without realizing in an entirely new sense the value of education. Not one of these will return to the life of a citizen without a conviction that public education is a prime interest of society and should be organized promptly and liberally for the benefit of all in our democracy. These few pages offer some suggestions for discussion in order to help towards a definite ideal for American education. Reading. CubberleyImprovement of Rural Schools- LewisDemocracys High School. SneddenProblem of Vocational Education. WeeksThe Peoples School. BloomfieldVocational Guidance of Youth. SmithEstablishing Industrial Schools. JuddEvolution of a Democratic School System. Published by Houghton, Mifflin Company.",
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"transcription": "I. EDUCATION SPELLS OPPORTUNITY THESISOur democracy should support a system of universal, free and compulsory education by federal, state and local taxation. Every day the value of education is more fully realized. As society becomes more complex and the ordinary needs of humanity are satisfied only through a more complicated system of production and distribution, the success of any man becomes dependent not merely upon general intelligence and training, but also upon specific schooling for the work which he is carrying on. As the results of science are made the basis of all industries, there comes to be no occupation for which some degree of definite preparation is not increasingly valuable and even imperative. All of our young men, and indeed, our young womien, are coming to feel the truth of this, and to ask why a better chance for success is not afforded through the training of the schools. Day by day the people are realizing that education is the supreme duty of society and the ultimate responsibility of the State. The demand is insistant that educational opportunity should be universal and free and compulsory. A universal education does not mean exactly the same kind of schooling for all boys and girls in town and in country alike. The future life and occupation of every person should determine the scope and quality of the instruction that is given. Nevertheless, the basic truth is that education should be equal in the opportunity it affords. The country child should have as good a schooling as the city child. The early education of a boy or girl in rural sections should vary from that of the urban districts merely in order to prepare more specifically for life by using the present environment. That all schooling should be free is a lesson which it took us in this country many generations fully to learn, and today we are the only great nation which recognizes the truth in theory, and we have most fully carried it out in practice. The people as a whole tax themselves to give educational opportunity to every rising generation. In part this taxation is indirect in so far as through its own special means the Federal Government collects funds, which it thereafter distributes to the various commonwealths for the subsidizing of certain varieties of education. In one sense state taxation for school purposes may be construed as an indirect levy, in so far as those communities of the state are concerned which are receiving the proceeds of taxation in more populous or wealthy sections of the commonwealth. It is the ultimate duty of every community, however, to furnish to its own children the best opportunity within its power. However much the Federal Government may subsidize, and however much the state may sustain local effort through state contributions, every social unit, whether in town or in country, has the first 3",
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"title": "Page 8",
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"transcription": "responsibility in matters educational. It behooves every man, therefore, who looks forward to the right conditions for his own children to become a missionary in the cause of public education and an earnest and consistent advocate of more money for public schools. When education is universal and free it needs also to be compulsory. Many soldiers and sailors in the national service today bewail the fact that through their own opposition or through parental indifference they were allowed to escape any real schooling, and therefore find themselves handicapped by the lack of that training which might otherwise have made them more capable and have opened to them more than one chance for advancement, not only in war, but also in times of peace. We believe, then, that education is the absolute condition of national progress for any people and of national safety for any democracy; that it is the vital obligation of society towards every member; that it is the greatest responsibility of the state and cannot be entrusted to any other agency; that the opportunity it affords must be universal, free and obligatory; that the supreme ideal is that education should be made to spell opportunity for every child, boy or girl, rich or poor, in every part of the land. Question for Discussion 1. Why does a democracy need better schools than people do under other forms of government? 2. Why should our Federal Government use the proceeds of indirect taxation (tariff, etc.) partly for school purposes? 3. Why is free schooling (free tuition, free text books, etc.) both just and necessary? 4. Why are compulsory education laws necessary? 5. Why have rural schools been inferior to city schools in the United States and elsewhere? Reading CubberleyThe Improvement of Rural Schools. JuddEvolution of a Democratic School System, Chapter III. 4",
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"transcription": "II. THE SCHOOLS OF YESTERDAY THESISTo organize democratic schools takes time; to keep them democratic takes care. It is difficult for us today, rejoicing and proud in our system of public education, to realize that it is a growth of only a very few generations, dating back in most particulars hardly more than a century. For the first two hundred years school opportunity within what is now the United States existed for the benefit mostly of the children of the well-to-do. Even our Puritan ancestors in New England thought little of the right of poor children for an education, and the first school established was the Latin Grammar school intended for those boys who would go on later to college and prepare themselves to be either clergymen or magistrates in the colony. At almost the same time Harvard College was established with a similar thought for the education only of community leaders who were to be drawn from the prosperous classes. With the exception of the most meager home or neighborhood teaching of the elements of reading, writing and arithmetic, usually by some elderly dame in her own kitchen while engaged in her household tasks, no other kind of opportunity was widely developed for more than a hundred years. In the period of public discussion which preceded our Revolutionary era a demand came for some kind of school which would meet the needs of boys who were not going to college. At about the same time the suggestion came that girls may be considered human beings along with their brothers and have some right to an education which will develop their qualities and fit them for their future responsibilities and home occupations. This demand was voiced clearly by Benjamin Franklin in the middle of the eighteenth century and resulted in the establishment in Philadelphia of an Academy which became the forerunner of many institutions of this kind in the next fifty years. Indeed, from the time of the Declaration of Independence almost to the breaking out of our Civil War, the Academy was the most widely distributed and best supported type of educational institution in this country. Organized to meet more practical needs and open alike to boys and to girls, with no thought of their future training in any other kind of school, it made an appeal, nevertheless, only to a limited class. It drew pupils usually from a considerable area, and it was necessary for many boys and girls to leave their own homes and to live in, or near the school in order to take advantage of its opportunities. Moreover, there was often a considerable charge for tuition, and this, added to the expense of living, shut out most children from such opportunities as it offered. A beginning was made, however, in a really democratic scheme of public instruction by the establishment in Boston in the second decade of the nineteenth century of a free, elementary, vernacular school for both boys and girls, and this was followed within a very few years by the establishment of the first English High School in the United States in Boston in the beginning of the second quarter of the century. In contrast with the schools already mentioned the high school was really for the people, giving a fairly generous opportunity in literature, history, mathematics, and such sciences as were then developed for school use. The example of Boston was followed by the establishment in the next 5",
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"transcription": "twenty-five years of similar public elementary and high schools in the more important cities on the Atlantic seaboard. Within the same period in certain states of the Middle West this ideal of universal school opportunity came to some recognition and especially in Michigan, Indiana and Ohio, definite steps were taken for the organization of schools as widely as was possible in what was then an undeveloped and sparsely settled section. By the middle of the nineteenth century we had come in this country to admit not grudgingly the value for all children, of schools not merely of an elementary, but also of a secondary grade. The establishment of state systems of schools was greatly furthered by the generous policy of the Federal Government in setting aside certain parts of the public domain to be known as school lands, from which, when sold, came considerable funds for educational purposes. These school lands and funds were not as a rule very wisely administered by the states east of the Mississippi, but the later organized territories and states further to the west, taking to heart the experiences of some of their eastern sisters, have been able to secure from this source what amounts in several cases to a magnificent endowment of public education. , In the storm and stress of our Civil War the National Government took an important step by affirming the principle of higher education, setting aside a great amount of public land in every commonwealth for the support of colleges of agriculture and of mechanic arts. These subsidies of land were later succeeded by grants of money in increasing amounts, and the national policy being strongly seconded by public opinion and public appropriations in our various states, we have today an unparalleled system of higher education in our state universities and land grant colleges. At the end of the first century of our national history we had therefore at least in theory, a complete system of public education of elementary, secondary, and higher grade. The opportunity for the maximum of training was free of all tuition charges to the great majority of our boys and girls. It is true, however, that in various sections of our country public sentiment tolerated a very backward condition of the schools, and particularly true that even where the principle of compulsory school attendance was recognized, it was applied to a very limited and unsatisfactory degree. It is true, also, that after the first few years of public schooling the majority of parents and pupils considered any further study as worth while only for boys who were looking forward to professional careers, or for girls whose mothers did not need their help in household tasks. As a result the public high schools which were originally organized to be a kind of peoples college came to be handled merely as preparatory schools for the university. Question for Discussion 1. Why were the American colonies slow to establish schools? 2. Does schooling pay? For the individual? For society? 3. Why was the Federal Government wise in giving appropriations to agricultural and mechanical arts colleges? Reading WeeksThe Peoples SchoolChapters 2, 3 and 4. JuddEvolution of a Democratic School SystemChapters IV and V. 6",
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"transcription": "III. THE SCHOOLS OF TODAY THESISDemocratic education means complete education, physical, mental and moral. We may fairly claim that in the United States at the present time there is a system of public education which offers a broad opportunity of free instruction for boys and girls. Any impartial observer will admit that our elementary teaching for children up to the age of twelve or fourteen is equal to that of any other land. As for our higher education, the number of our colleges and universities, the average quality of teaching, the variety of training which is there offered, and in all of our state institutions at the minimum! cost to the individual, suggests that nowhere else is a better opportunity granted to ambitious youth to prepare themselves in an adequate manner for the various professions and other highly technical occupations of modern society. The situation in our public high schools is not so clear. In no other country are so many young people getting instruction in free public institutions. At the same time if one examines more particularly what these boys and girls are doing in the high schools he will probably conclude that, relatively speaking, we have not in the United States developed as efficiently a scheme of secondary instruction as has been done both in the elementary and in the higher stages of education. He will probably be impressed by the fact that hundreds of thousands of American boys in our schools are under the exclusive control of women at a stage in their growth when they need to a considerable extent the firmer and more sympathetic handling by men, or at least a larger amount of direction by men teachers than is at present afforded. In comparison with other countries he will find that our high school teachers are insufficiently trained, of relative immaturity, and of no great permanence in the occupation of teaching. His conclusion will probably be that while American education is measurably effective at the two extremes it needs considerable development in the middle stage in order to meet the requirements of modern living. With this impression of the secondary schools it is likely that he will turn again to the earlier years and find there a considerable need of greater permanence in the teaching force and a better quality of teaching, which could be secured (a) through higher requirements of admission to the teaching force, (b) by more secure tenure of position and (c) probably, above all, by better pay. Beyond question he will be surprised and shocked to discover how inadequately the public school teacher is paid. If the children of the next generation are to receive as good a schooling as their fathers and mothers received, a very radical change will have to be made in the salary schedule in every community, large and small, rural and urban. The experience of the United States with the millions of men brought under governmental survey through the first and the second draft acts shows an amazing degree of illiteracy among adult citizens, whether of native ancestry or of foreign birth. This indicates, first, the failure of the country properly to consider the needs of immigrants and of their immediate descendants. We have long recognized the tremendous percentage of the foreign-born adult population of the country, but never before was the public drawn to consider the incalculable weakening of our national po\\yer 7",
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"transcription": "both in intelligence and in moral force through the failure to adopt systematic means of bringing these elements in our population to a fair degree of intelligence and comprehension of American life and its ideals. More astonishing has been the discovery that tens of thousands of young men of pure American ancestry have grown up in this country in the last twenty years without receiving the minimum of instruction necessary for the making of fairly intelligent and patriotic citizens. No more definite and concrete proof of a certain national failure in education could be found than the presence in the development battalions of our various cantonments of hundreds of young Americans unable or barely able to read and to write our native tongue. Compared with other civilized countries, we have long been lacking in the compulsory administration of public education. In the Scandinavian countries, for example, the percentage of illiteracy in the recruits who are summoned every year for military service is practically negligible, while the most favorable official reports of vr own country indicate that in the rough and the large we can find one child out of every four or five who is failing to secure the necessary minimum of schooling. If a democracy cannot exist half-slave and half-free, no more can it continue half-ignorant and half-instructed. One result of the present struggle should be a recognition of this fact, and a determination of all who have labored on the battlefield for the triumph of democracy to labor hereafter with much more devotion for a liberal, nay, even a generous, public educational policy. More money for the public schools should be the slogan of every soldier and sailor who has come in his military experience to feel the value of schooling, and every such one should determine that for his children and the children of his comrades this opportunity should not be limited in any way. If we turn again to any intelligent and impartial visitor from another land and ask him for other impressions of our schools, beyond doubt one response will be a wondering admiration of the way in which we have housed our children in admirably constructed buildings with constantly improving equipment. This recognition will hardly be extended to our rural schools, for these have always suffered from poor ventilation, inadequate heating and defective lighting, yet the present trend is towards schools satisfactorily housed, located favorably and surrounded by the various play-grounds, gardens and even farms which are now used to give the country child the most pleasing and effective introduction to his future occupation, if he continues to live under these rural conditions. Another point of commendation of American education is found in the broader conception which is now entertained of the responsibility of the school. Not so long ago we considered the duty of the teacher as summed up in the imparting of the minimum of knowledge in the so-called three Rs, reading, writing and arithmetic, the barest essentials of education. Now we consider the school as the entrance hall to life in which the richest, most comprehensive preparation should be given through a study, even if only elementary, of all the arts and sciences through which man has measurably conquered his natural environment and developed and made more favorable his social surroundings. In this enlarged view of the schools the physical handling of the children has gradually come to be a first consideration. Sanitary buildings, sound school programs, diversified activities, including those of the school gymnasium, and the out-of-door playground, were really a beginning in this direction. Soon came the careful medical examination 8",
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"transcription": "of pupils to discover and to correct as far as possible all physical defects, remedial treatment by school physicians and school nurses, the dentist and the aurist, the surgeon, the oculist, the specialist for the nose and throat, emphasizing the fact that health is the first right to every child, and therefore the first duty of the state, which supplements through the agency of the school what, on the whole, must always be, within the family, an insufficient attention to this supremely important need. The democratic principle of social inter-dependency is similarly observed in the attention w'hich society now gives to the schooling of the unfortunate. This class includes not merely those who are intellectually deficient or undeveloped in moral principle or control, but also those who are handicapped by physical defects. The blind, the deaf and dumb, the crippled children of our community are gradually being guaranteed that education and care which will best make them useful, intelligent and therefore happly citizens tomorrow. Perhaps enough has been said to suggest that one responsibility of every generation is the proper training of the next; that no money is more wisely spent than for this purpose; that nowhere else will it return such a vast increment in usefulness and happiness; that in the schools of to-day we find an increasing recognition of this principle and may fairly' claim that we are not falling unduly below what is expected in a modern state. Questions for Discussion 1. Why are teachers so poorly paid? 2. Do we need more men teachers? 3. What makes a good compulsory school law? 4. Who is responsible for a childs health ? 5. What does a free education include? Teaching? Books? Food? Clothing? What else? Reading WeeksThe Peoples SchoolChapters 5 and 6. LewisDemocracys High SchoolChapters 2 and 3. 9",
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"transcription": "IV. THE SCHOOLS OF TOMORROW THESISEvery man and every woman in a democracy should work and a democracys school should fit every child for some occupation. Someone has compared the system of public instruction to a great factory, organized for the working up of raw materials into the forms of greatest possible social use. If we ask what product the schools should turn out the answer comes promptly that it should produce intelligent, conscientious, patriotic, useful and happy citizens. In so far as usefulness and happiness depend upon intellectual training, moral discipline and civic preparation the schools have not been very unmindfuTof their principal function. The usefulness in these days, however, of every adult is coming to depend upon a definite preparation for a definite occupation, and if the individuals economic usefulness depends largely on such vocational training, no less will his future happiness. In the recognition and meeting of this need, the schools have been amazingly slow and one result of the present world conflict should be a determination hereafter to prepare within the public school system our boys and girls for the occupations which lie ahead of them in adult life. That we have been slow to see the imperative need of vocational training is after all not perhaps so surprising since the change in our industrial organization which gave rise to this need has been, itself, slow to develop. We are not far in this new country of ours front the time of household industries or of the small-town manufacture and exchange of products. At that stage the apprentice system was adequate to the economic demands and the life of every boy naturally fell into two parts, that of the school where he received a book preparation for life and that of the home where he was instructed in the elements of an occupation or a trade, whether this preparation was on the farm or in the town. Increasing use of machinery, concentration of manufacturing in congested centers of population caused the substitution of the large factory for the small work-shop; and the substitution of the machine to a considerable extent for the individual worker marked the passing of the apprentice system, which has almost entirely lost its function in current industrial society. When gradually a need appeared for the vocational training of youth in one direction or another the response in our American life came in the form of various emergency devices, meeting a momentary situation, but continued through one decade after another in a fashion which reflects seriously our lack of scientific handling of problems. In the great revival of business after our Civil War, for example, the need appeared for trained workers in business. Immediately came the business college, a typical example of American versatility and ingenuity and of American lack of scientific procedure in the meeting of new demands in social organization. Only after many years came gradually some more satisfactory forms of commercial training as they appear now in our public high schools, in various private foundations of a secondary grade and in the colleges of commerce which are being established in our higher institutions. In a similar fashion to meet the demands of various trades private enterprise organized schools of industry, some of 10",
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"title": "Page 15",
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"transcription": "them giving the elements of instruction to immature and unschooled boys and girls, others gradually appearing, which offered more systematic and satisfactory preparation for technical activities. The system of public education presently admitted the need of industrial training for life and in addition to commercial schools, the technical high school, both for boys and girls was organized as well as agricultural schools, widely varying in aim. and equipment. What has been so far developed reveals that we must have an education adapted to a modern democracy, and a new program based on sound principles and corresponding to current needs. Certain conclusions are beyond dispute. Every child has a right to the fullest education. The degree of general education which he should receive is measured best by bis own interests and by the extent to which he responds to this schooling while it is being given. When the boy begins to stop caring for his books, to that extent he has touched the limit of his theoretical interest, and is unconsciously reaching forward to a more practical preparation for living. Private enterprises have to a great degree been taking young boys and girls at this point and training them for the needs of business. Nowhere do we find, nor can we expect to find that this is done with a primary thought for the development of these boys and girls into complete men and women. Employers instruct their help in order to turn out competent workmen; the state asks first for a complete man and then for a workman. To meet the demand for skilled workmen in modern society is a problem of great difficulty, and it can be solved only by centering upon its solution the keenest minds of the entire country. Such co-operation can be secured best through a state agency and the principal state agency for this is the public school. The objection can be made that already our schools have grown undue in their demands, that a boy who wants to become a doctor or a lawyer must go through many, many years of general and special schooling, and is not finally qualified to begin his life work until he has reached the age of twenty-five or thirty, and that any kind of vocational schooling will tend to delay the young man who needs to begin his wage earning at an early age. Beyond a doubt we have spent too much time on the elementary schooling of our children. Eight years have been used for the learning of the mere utilities of education, reading, writing and arithmatic, coupled with some knowledge of national history, geography, literature and the simple facts of natural life. All of this can very well be done within six years if we proceed further with the consolidation of schools, the improvement of the teaching force, and the simplification of the curriculum. If this amount of education can be effected in six years it should be done in that time. This will not mean that the mass of children will discontinue school at the age of twelve or thirteen. It does mean, however, that at that time, parents, teachers and pupils alike should seriously consider how many more years are to be spent within school in a preparation for life. Boys and girls who look forward to several additional years will begin here the studies which have hitherto been reserved for the high school period. Children who are seeking to become wage earners at the earliest appropriate time, may here begin a 11",
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"transcription": "three year vocational course, which will fit them for some specific occupation, This suggests a minimum of nine years of schooling for all children, and for the mass of children there will be no more than this period, which will be thus divided, six years for general and three for special training. The same general principle is to apply thereafter. At the end of what we are now coming to call the Junior High School, as including the eighth, ninth and tenth school years, an additional number of boys and girls will choose to begin their occupational training, a three years course, which will get them ready for some life work at the age of eighteen. Those pupils who go through a six-year secondary course of study will get within that time all the general education which is necessary to fit them for even the higher occupations of society, and therefore this re-organized six year high school course and the six year elementary school course will prepare young men and women directly for such professional training, as may be demanded for their future employment or chosen life work. In something like this way, and in no other way which at present presents itself, we shall be able to incorporate into the schooling of American boys and girls that element of direct occupational preparation for life, which we have recognized as being absolutely essential, and the absence of which represents today the greatest weakness in our national scheme. Let us not think that this involves the commercializing of public instruction. Rather will this plan result in a more efficient and widely distributed general schooling than is now the case, and compulsory education laws adapted to this plan will continue full-time schooling for every child up to the age of fifteen years. The mass of children who at this time begin to be wage earners will not be left without any further school instruction; on the contrary, society will expect, demand and secure both of the boys and girls and of their employers a part time schooling, amounting to ten or fifteen hours per week through1 the next three years. This school will be distinctly along the lines of the occupation they have entered, so as to increase both the theoretical and the practical ability of every worker, whatever the trade or occupation may be. Conclusions: Every child in this democracy shall have all the schooling he wants, free of cost. Every child must have the six years of elementary schooling. Every child that leaves school at fifteen years of age should have had three years of vocational training. Every boy or girl who begins wage-earning before eighteen years of age must attend school part time up to that age. Questions 1. Does vocational schooling pay (a) for the individual? (b) for the tax payer? 2. Should vocational schooling be compulsory? 3. Shall the community or the state or the Federal Government bear the cost of vocational schooling? 12",
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"transcription": "Reading SneddenProblem of Vocational Education. WeeksThe Peoples SchoolChapters 10 and 11. SmithEstablishing Industrial SchoolsPages 91-135. BloomfieldVocational Guidance of Youth. JuddEvolution of a Democratic School SystemChapters VII and VIII. 13",
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"transcription": "w Cl O' P Home or Infants School, (voluntary) Six-year Elementary School (Compulsory) 6 Diagram of a Democracys Schools",
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"transcription": "METHODS The teaching force of the A. E, F. must arouse a vital, interest in the men for the new service to the nation on their return nome. lhe soldier's service in the A. E, F. has indirectly enlarged his vision through travel, through contact with men of other races, through glimpses of the culture of other pooples, through army discipline and through a new understanding of the common purposes of mankind. The instructor's service is to grasp the opportunity to present to the men the subject matter of citizenship in such a way that the men will become intelligent, controlling factors in the community to which they., return. Never before has there been such an educational situation as we have presented heremilitary power of a great nation deliberately planning to produce a higher type of citizenship through education of its armed force. Such a situation demands individual teaching initiative with the ability to use the material furnished in such a way as to utilize the community life ftf the men to fit them for the new conditions at home. Master the aims and methods given in Arthur William. Dunn's \"\"The Community and the Citizen\"\" in its introduction to teachers; reorganize them -o iit your particular conditions; use the subjects given at the end of each chapter for investigation as fen as they apply to your community and the interests of the men. Give as much original research and supplementary reference reading as is feasible, through individual reports, class discussions, debates, syllabi( lectures, cinema instruction, exmoits, reconstruction work in devastated areas. Grasp the corps morale to arouse an esprit de corps which will so get into the men and work them that they will not stand for any but the best things when taey get home.",
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"transcription": "Measure your success by the amount of cooperation you secure and by the open-mindednesS with which they attack individual, new problems torough reference books or in community life. This syllabus is based on Arthus William DAnn's \"\"The Gbiamunity and the Citizen.\"\"",
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"collection_description": "Minutes, correspondence, publicity bulletins, training manuals, reports, newspapers, and other records of major YMCA administrative bodies which provided services to the military forces in the United States and abroad during World War I. [Finding Aid available at: https://archives.lib.umn.edu/repositories/7/resources/920]",
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"transcription": "I. Problems for American Citizens A. Satisfaction of needs chief problem of men 1. Individual needs 2. Social needs a. Community 1) Origin 2) Grow-oh 3Relationsknowledge of dependence on others 4) Obligations--knox^ledge of duties to others 5) Essentials of a community as applied to this commlnity of the A. E, F. ^ a) Government--through cooperation. Desires should be satisfied without unfair interference with the rights of othdrs. 6) Organize this community of the A. E. F. into a community for the study of citizenship. II. Social attempts at the solution of the problems of mankind through the evolution of governments of modern cities. A. The community of the A. E. F. tO' adopt the city pLan of government 1. Government a means by which acommunity may cooperate for the common good, B. Traditional types of city government 1. The direct government as in town meetings of New England and in county meetings of the South 2. Indirect government hy representatives elected by the people C?k Hew types of city government 1. Commission form of government 2. City manager form",
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"transcription": "Proposed plan of representative city government traditional type for A. E. F. 1. Proposed elective public officers a. Mayor-administrative official b. City Council of nine members--_legistative ' c. Treasurer d. Comptroller e. Board of Education of five members Problems of city government 1. Growth of modern cities 2. Conflicting interests of citiesrequires police control 3. The rights of citizenshealth, etc., must be cared for 4. Duties of citizens 5. Making Americans of aliens 6. Transportation provided Through community conventions or election by direct primaries as the individual A. E. F. units decide 1. Elect city officials 2. Develpp city charters a. State control sometimes an obstacle to good city government b. City charters must provide means for hone3t, efficient government c. Much of government is made necessary in order to take the place of what is lacking in the .home life of the community . d. A tendency toward freer self^government--home rule in cities e. Discussion of charters of home cities of men f. Provisions for administration in charter for -5-",
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"transcription": "1) Protection of health--health department should include bureaus which will provide means for prevention of disease, of sanitary inspection, the disposal of garbage, rubbish, sewerage,, a plentiful supply of pure water, proper ventilation, etc/ 2) The Department of Public safety must -provide for the protection of property through a Bureau of Police 3) Department of Public works must provide Means of transportation, solve building problems throng street and building bureaus v 4) The Public Welfare department must solve the problems of a) Immigration b) Recreation c) Municipal marks' ts d) Charities e) Public libraries 5) Public education must be solved through small Boards of Education which will determine policies, provide a budget, and select an expert executive, 6) Production of revenue must be provided through taxation III. B. government , The state is divided into smaller units or counties for purposes of government 1. County officers 2, Administration of counties State constitutions 1. Development 2. Power of amendment 6-",
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"transcription": "i D. State Alton ini strati on 1. Governor a. Selection b. Power c. Responsibilities 2. Other administrative officers a. Treasurer, state superintendent of schools, etc b. Departments and bureaus c. Selection, powers, duties. State Legislature 1. Legislative bodies a. . Duties b. Powers E. State judicial departments 1. City courts 2. County courts 3. Circuit courts 4. Supreme courts a. Duties b. Powers p. Expense of government met by taxation GQ Control by the people 1. Types through tradition and evolution ' 2. .New types a. Initiative b. Referendum c. Recall",
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"collection_description": "Minutes, correspondence, publicity bulletins, training manuals, reports, newspapers, and other records of major YMCA administrative bodies which provided services to the military forces in the United States and abroad during World War I. [Finding Aid available at: https://archives.lib.umn.edu/repositories/7/resources/920]",
"title": "Page 27",
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"transcription": "J * IY. National government A. Types of government 1. Absolute--irresponsible a, Examples--Kaiserdom, Czardom, Bol3hevikism 2, Positive limited--negatively unlimited a, Ex.-- United States limited by constitution, unlimited by law making power of representatives amd by action of courts/ 1) Slow application of peoples power 3} Absoluteresponsible a. National examples--England, France, In war time power of? premier absolute, in peace immediate appeal to\"\" people--as shown by lloyd-George and Clemenceau atpresent crisis b. City examples--selection of absolute administrative expert as city manager by the council, and superintendent of schools by the board of education E. C. Study critical period of the United States history 1, Articles of Confederation 2, Constitutional convention Adoption of Constitution 1. Powers given a. To the federal government b. To the people 2, Powers denied to the federal government, and to the people 3. Powers exercised concurrently 4, Provisions for 2, Executive power 1) Concentration in President 2) Veto power of President 3) Evolution of Presidents cabinet -8-",
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"collection_description": "Minutes, correspondence, publicity bulletins, training manuals, reports, newspapers, and other records of major YMCA administrative bodies which provided services to the military forces in the United States and abroad during World War I. [Finding Aid available at: https://archives.lib.umn.edu/repositories/7/resources/920]",
"title": "Page 28",
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"transcription": "b. Legislative power vested in Congress 1) Encroachment on the appointive power of of president 2) Civil service c. Judicial power vested in Supreme Court d. Systems of checks and balances 5. Evolution of unwritten constitution D. Study of the causes of the present war 1. Allies stood for public morality, honesty and fulfillment of obligations of treaties 2. Central powers belief in doctrine that might is right, in superman E. Problems of today 1. Cbmpart with problems of the period of reconstruc' tion 2. Rights and obligations of labor 3. Rights and obligations of capital 4. Rights and obligations of the community 5. Rights and obligations of women International relations A. Fundamental differences between the governments known as the Central Powers and those governments known as the Allies 1. The German doctrinea scrap of paper'*, fright fulness 2. The doctrine of the United States and her Allies--. .* integrity of nations, sacredness of treaties P. Brief discussion fundamental differences between government of the United States and her Allies 1. Chief differences in the character of constitutions of United States and England; France; Italy; United States Constitution written. Note; United States one of the youngest nations but has the oldest constitution. Democratic features of the United States Constitution; -undemocratic features.",
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"transcription": "24 Constitution of Great Britian unwritten; democratic . features; undemocratic features 3. Constitutions of France, Italy and the other allies 4. Differences in powers of the executives 5. Differences in organization and in powers of national legislatures 6. Differences in degree of centralization of government a. Contrast an American state with a French Department h. Contrast home rule of cities in .America with cities ofFrance and England 7. DlfferHQces in governmental attitude toward depend-. encies a. British colonial policy To,. American colonial policy c. French colonial policy C. Fact3 and figures regarding costliness of international wars 1. Estimate of cost of present war in lives 2, Estimate of cost of present war in property and money D. Development of friendly international relations 1. Cooperation of governments in suppressing piracy 2. Cooperation of governments in suppressing slave 3. Cooperation of governments in international postal . and telegraph, service 4. Growth of arbitration a. The Hague Conference b. Principal propositions of the League of Nations 6, Relations with South and Central America a. Monroe Doctrine -10-",
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"transcription": "EE. Closer international relations after the War 1. Political 2. Cultural 3. Commercial F..= Racial and geographical dif ferences 1. Of the Balkan states 2, Of the former. Austrian Empire",
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"collection_name": "World War I-related Records",
"collection_name_s": "World War I-related Records",
"collection_description": "Minutes, correspondence, publicity bulletins, training manuals, reports, newspapers, and other records of major YMCA administrative bodies which provided services to the military forces in the United States and abroad during World War I. [Finding Aid available at: https://archives.lib.umn.edu/repositories/7/resources/920]",
"title": "Page 31",
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"transcription": "Statement regarding the ORGANIZATION AND WORK of the DEPARTMENT OF CITIZENSHIP of the ARMY EDUCATIONAL COMMISSION A. E. F.---Y. M. C. A. Prepared hy John A. Kingsbury, Director Paris, France December 6, 1918",
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"object": "https://cdm16022.contentdm.oclc.org/utils/getthumbnail/collection/p16022coll318/id/228",
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"collection_name": "World War I-related Records",
"collection_name_s": "World War I-related Records",
"collection_description": "Minutes, correspondence, publicity bulletins, training manuals, reports, newspapers, and other records of major YMCA administrative bodies which provided services to the military forces in the United States and abroad during World War I. [Finding Aid available at: https://archives.lib.umn.edu/repositories/7/resources/920]",
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"transcription": "SUMMARY OF ESTIMATE OF EXPENDITURES of tile DEPARTMENT OF CITIZENSHIP o f the ARMY EDUCATIONAL COMMISSION A.' E. F.---Y. M. C. A. For the ten months' period, January 1 to October 31, 1919. Franca 1. Personnel, salaries, living expenses, etc. 2,148,748.90 2. Construction and 1,221,000.00 222,000.00 operation of exhibits 3. Printing and distribution of literature 2,062,500.00 375,000.00 440,000.00 80,000.00 587.224.89 106.788,16 # . 4. Cinema films 5. Contingent This estimate does not include anything for overhead nor for transportation of personnel to and from France. It includes nothing for moving picture machines. It assumes that all the general services of the Y. M. C. A. will be available for the Department of Citizenship as for other Y. M. C. A. activities, and that the cost will be charged against this department but included in the budget.",
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"object": "https://cdm16022.contentdm.oclc.org/utils/getthumbnail/collection/p16022coll318/id/229",
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"collection_name": "World War I-related Records",
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"collection_description": "Minutes, correspondence, publicity bulletins, training manuals, reports, newspapers, and other records of major YMCA administrative bodies which provided services to the military forces in the United States and abroad during World War I. [Finding Aid available at: https://archives.lib.umn.edu/repositories/7/resources/920]",
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"transcription": "Statements regarding i * the ORGANIZATION AND WORK of the DEPARTMENT OF CITIZENSHIP of the. ARMY EDUCATIONAL COMMISSION A. E. F.---Y. M. C. A. I. INTRODUCTION General Order #192, paragraph 1, issued hy General Pershing October 31, 1918, states that: V \"\"The Young Men's Christian Association, through the Y. M. C. A. Army Educational Commission, has organized, -pith the approval of the Commander in Chief, an educational system charged with the standardization of educational methods and the establishment of schools for instruction of officers and soldiers in all of the larger posts, camps and hospitals of the American Expeditionary Forces.\"\" The order further provides that in compliance with the provisions of A. R. 449, \"\"post, regimental or detachment commanders will establish post schools in all posts, cantonments, hospitals or rest camps, or areas which have a constant population of five hundred or more soldiers,\"\" and that \"\" action will be taken under the provisions of Army Regulations to secure proper rooms, heating, lighting, equip- fc ment and service, when same is not otherwise provided.\"\" The post schools are to be controlled by post commanders as to \"\"discipline, attendance, sanitation, and, in the absence of volunteer civil agencies, instruction; but such instruction will conform to the approved system of the Y. M. C. A. Army Educational Commission, and -2-",
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"collection_name": "World War I-related Records",
"collection_name_s": "World War I-related Records",
"collection_description": "Minutes, correspondence, publicity bulletins, training manuals, reports, newspapers, and other records of major YMCA administrative bodies which provided services to the military forces in the United States and abroad during World War I. [Finding Aid available at: https://archives.lib.umn.edu/repositories/7/resources/920]",
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"transcription": "such schools will he subject to inspection and supervision as to methods, results and subjects of instruction by properly authorized agents of the Y. M. C. A. Army Educational Commission. The order further provides that wherever practicable \"\"the buildings, organization, equipment, maagernent and other facilities provided by the Y. M. C. A. Army Educational Commission will be utilized as the post schools by commanding officers. In such case, l the duties of the commanding officer will be limited to those necessary to proper discipline, sanitation, and regulation cf attendance; and the duties of the school officer of the post or camp to liaison with the Y. M. C. A. War Educational Commission's agent, and superintendence of discipline, attendance and sanitation of the post schools under the direction of the commanding officer.\"\" It directs the commander of each of the various army units to appoint a qualified member of his staff as a school officer, who is charged with certain duties of supervision as hereinafter provided. Attendance of the post schools is made voluntary for officers and soldiers except in so far as special instruction is required in subjects which the commanding officer \"\"deems necessary to the interest of the service, or in the case that individual soldiers require special mental or physical education to fit them for their duties as soldiers or citizens.\"\" The order provides, however, that students who have entered any unit of the course of instruction, will be required to complete that unit. Should military duties interfere with the completion of of any course, a transfer card will follow the soldier showing subjects",
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"object": "https://cdm16022.contentdm.oclc.org/utils/getthumbnail/collection/p16022coll318/id/231",
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"collection_name": "World War I-related Records",
"collection_name_s": "World War I-related Records",
"collection_description": "Minutes, correspondence, publicity bulletins, training manuals, reports, newspapers, and other records of major YMCA administrative bodies which provided services to the military forces in the United States and abroad during World War I. [Finding Aid available at: https://archives.lib.umn.edu/repositories/7/resources/920]",
"title": "Page 35",
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"transcription": "* studied and progress made. This card will go with the soldier's service record, and, when opportunity again presents itself, the soldier is expected to again enter a school in. the course which he has previously studied. \"\"On satisfactory completion of a given course a certificate of proficiency will be issued by the Y. M. C. A. Army Educational Commission and countersigned by the Local school officer.\"\" The order further provides that instruction is to be standardized as to \"\"textbooks, courses, records and requirements in accordance with the^ system arranged by the Y. M. C. A. Army Educational Commission, approved by these headquarters. It will comprize the follow- ing subjects: French language History, character and institutions of the people of the Allied nations Causes of the war and America's participation Civies Courses in common school subjects Special courses for examination for promotion. At places where civil organizations have provided the necessary facilities the following may be included; Special corresponden.ee and university extension courses Physical education Additional subjects authorized by these headquarters.\"\" J Finally \"\"The Fifth Section of the General Staff is charged with liaison with the Y. M. C. A. Army Educational Commission in all matters relating to Army education\"\" and it is provided that this order is to be in full effect on the 1st of January, 1918. -4-",
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"collection_name": "World War I-related Records",
"collection_name_s": "World War I-related Records",
"collection_description": "Minutes, correspondence, publicity bulletins, training manuals, reports, newspapers, and other records of major YMCA administrative bodies which provided services to the military forces in the United States and abroad during World War I. [Finding Aid available at: https://archives.lib.umn.edu/repositories/7/resources/920]",
"title": "Page 36",
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"transcription": "In order effectively to translate into action the provisions of the above order, the Array Educational Commission has organ- ^ ised a department charged with responsibility for instruction in each of the principal subjects mentioned. The subject of Civics is entrusted i to the Department of Citizenship. The Department of Citizenship, as its name indicates, takes a broad and practical view of the subject called Civics. The course of study and instruction to be undertaken by this department will be only incidentally academic. It will consist rather of a practice' training for citizenship. Its instructors will realize that the students with whom they work are not boys but men: men who have already shown willingness to leave their families and homes to fight for a great cause; men who have freely offered to lay down their lives in a foreign land for the greatest of all civic ideals--liberty and freedom; men who have learned in full measure the minutia of the machinery of war, created by the obligation of citizenship to defend all those things which are sacred to it. These men are about to return home to fight \"\"the savage wars of peace\"\". They are as anxious to learn the minutia of government necessary to fit them for their duties as citizens as they were to acquire the skill and training which made them fit to perform their duties as soldiers. Many of them have not had the opportunities which the obligations of citizenship involve,' ethers seek a better understanding not only of our own > government but of the other governments with which we are now more intimately associated. The Department of Citizenship, through its executive staff and its corps of instructors, will endeavor to offer practical courses in training for citizenship; courses which will meet -5-",
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"collection_name": "World War I-related Records",
"collection_name_s": "World War I-related Records",
"collection_description": "Minutes, correspondence, publicity bulletins, training manuals, reports, newspapers, and other records of major YMCA administrative bodies which provided services to the military forces in the United States and abroad during World War I. [Finding Aid available at: https://archives.lib.umn.edu/repositories/7/resources/920]",
"title": "Page 37",
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"transcription": "the intellectual demands and requirements of the officers and men of the American Expeditionary Forces; courses whose aims and purposes will stimulate the civic ideals by methods calculated to create the maximum amount of interest in a large and important subject matter in the shortest possible space of time. The whole aim and purpose of this course is based on the assumption that we are going to be living in a democratic world after the war and that every sovereign citizen will want to have a thorough understanding of those democratic aims and a better intellectual equipment to enable him to play his part. The following outline deals with a somewhat detailed statement of the aims and purposes of the Department of Citizenship; it indicates the content of the principal topics to be \"\" taken up; and is followed by a discussion of methods and procedure?, and mentions certain equipment which will be essential; it indicates the type of personnel which the department will endeavor to secure; it shows in broad outline the plan of organization and presents a budget .estimate of the probable cost of carrying on the work of the Department of Citizenship for the ten months ending Oct.31, 1919. II. AIMS AND PURPOSES The broad aims and purposes of the Department of Citizenship include the following: 1. To intensfy the interest of the officers and - men of the American Expeditionary Force in the opportunities and obligations underlying ** citizenship 2. To interpret these opportunities and obligations to the officers and men of our army in concrete conceptions of the application of the ideals of democracy, liberty and justice in the everyday affairs of government -6-",
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"collection_name": "World War I-related Records",
"collection_name_s": "World War I-related Records",
"collection_description": "Minutes, correspondence, publicity bulletins, training manuals, reports, newspapers, and other records of major YMCA administrative bodies which provided services to the military forces in the United States and abroad during World War I. [Finding Aid available at: https://archives.lib.umn.edu/repositories/7/resources/920]",
"title": "Page 38",
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"transcription": "3. To cultivate in the students an attitude of constructive, democratic effort through 45 municipal, rural, atate and national administration, by means of which governmental policy expresses itself 4. To inculcate an. intense and intelligent interest in issues, men, methods and machinery of government; All this to the end that out country and our world after the war may be one in which a greater measure of justice--individual, I political, social and industrial--will be meted out to men; a world in which there will be a more even distribution of domestic, community, national and international opportunity and happiness; a country and a world in which, in fact, we shall live for the purpose of promoting the general welfare of our generation and of our posterity, V III. CITIZENSHIP--ITS OPPORTUNITIES AND OBI IGATIOKS The opportunities and obligations underlying citizenship, v/hich the department aims to interpret to the officers -and men of the American Expeditionary Force, may be classified under the following main divisions: 1. The obligations to one's home 2. The obligations to one's local community 3. The obligations to one's state 4. The obligations to one's nation 5. International obligations. f 1. THE OBLIGATIONS TO ONE'S HOMS; including not only his family, but also his immediate circle of friends and neighbors, obviously are included in the teachings of Christianity, and are embraced by the common law and statute law. The practice of Christianity in one's' 7",
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"transcription": "7s life and dealings with one's family and one's friends and neighbors is the first obligation of every good citizen. Moreover when that ob ligation is fully met practically all others are covered or naturally follow. To be more specific, however, the obligations to one's home which directly or indirectly should be indicated as fundamental to good citizenship, include: a. Loyalty to family and friends b. Frankness with consideration to others feelings and opinions o. Temperance and moderation in all things d. Patience and tolerance e. Cheerfulness and kindliness f. Generosity with judgment and discrimination g. Energy and thrift, as means but not as ends h. Honesty and the prompt payment of all debts, financial and otherwise i. Avoidance of waste and ostentation j . Respect for simplicity, and contentment with the simple life k. Cultivation of proper respect and regard for reasonable discipline and order on the part oj~ children Prevision for recreation, play, fresh air, and sunshine m. Making the home physically as well as spiritually K beautiful, not only for the sake of one's family but for the sake of one's friends and neighbors n. Providing the home with conveniences as well as reasonable comforts o. Having the proper regard for the principles of hygiene and sanitation. The above enumeration of some of the most important oppor- -8-",
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"title": "Page 40",
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"transcription": "tunities and obligations in one's home life relate mors particularly to the development of the character of the individual and pertain more directly to the religious and spiritual life than to what is ordinarily thought of under citizenship. Most of these underlying obligations are undoubtedly fully covered in the religious progiam of the Young Men's Christian Association, which is being carried out by another department, therefore it is unnecessary for the Department of Citizenship to undertake the development of any specialised work of this nature. A training in these fundamentals of character are assumed as a prerequisite to citizenship. All citizenship work must assume an understanding and a genuine appreciation of the obligations which one owes to his home, to his immediate family and his circle of friends. Throughout the course in citizenship these matters will be treated incidentally from time to time, and will, of course, be deferred to and stressed wherever necessary, but in such a manner as not to be resented by officers and men of the army. The last four headings above will be treated under the obligations to one's community on the ground that they are necessary to make the family a desirable unit of the body politic. 2. THE OBLIGATIONS TO OHSS lOOAu COMMUNITY require, in addition to such simple rules of personal action mentioned above', other more obvious but indispensable rules governing public duty and public morality, among which may be included the following: a. Active and unselfish interest in the affairs of the community b. Sympathetic interest in the affairs of all members of the community, particularly the less fortunate c. Participation in the management of public affairs (1) Participate in local organizations such -9-",
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"transcription": "i b as good government leagues, chambers of commerce, etc. 2. Taking part in primaries and other official add semiofficial party meetings 3. Registering and voting, after careful consideration of both men and measures 4. Aiding, from time to time, in the presentation of the true facts and issues to the voters of the community 5. Voting and honestLy and efficiently administrating any public office to which one is called, but not seeking office for selfish ends. d. Active participation in voluntary and governmental movements to promote the following community activities; 1. Good schools, which should include (a) The selection of properly qualified teachers (b) Sanitation and adequate equipment adapted, to the health and physical needs of growing children (c) Open air schools for children predisposed to tuberulosis (d) A modern curriculum for both elementary and secondary schools, including proper training for citizenship and vocational training. 2. public health, including measures to secure (a) Prevention and control of infant mortality (b) Prevention and control of tuberculosis (c) prevention and control of other communicable diseases (d) Medical school inspection and higher standards of child hygiene (e) The keeping of complete vital statistics as one factor to be utilized in general -10-",
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"transcription": "public health education (f) A clean milk supply (s) Protection of other food supplies (h) Pure water supply (i) Safe and economic sewage disposal and garbage (J) Popular education as to public health ideas pr ac t i c al 3. Efficient public charities, including measures, and institutions' rob 'the nunahe care, treatment and protectidn of (a) Foundlings, illegitimates and their mothers (1) Neglected, destitute and delinquent children (c) The imbecile and the feebleminded (d) The insane and the inebriate (e) The temporarily homele ss (f) The unemployed and the unemployable (h) The sick and the injured (i) The aged and the infirm (J) Ihe poor and the pauper dead. These measures and institutions Y/ould embrace: (a) Childrens hospitals; hospitals for adults, both acute and chronic (b) Cottage homes for the aged and infirm (o) Farm colonies for inebriates, for tramps, for vagrants and for the semi-ablebodied (d) A psychiatric institution for the observation, study and segregation of mentally ,. 25 \"\" 35",
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"transcription": "3 Bur9au of Public Welfare -J < Chief Assistant Chiefs Secretary to Chief Secretaries to Assistant Clerks -ecturers Chiefs 1 1 1 2 5 16 26 4. Bureau of Public Works Chief Assistant Chief Secretary to Chief Secretary to Assistant Clerks lecturers 1 1 1 1 3 8 5, Bureau of Public Safety Chief 1 Assistant Chief 1 Secretary to Chief 1 Secretary to Assistant 1 Clerks 3 Lecturers 8 15 6. City planning and Housin, Chief 1 Assistant Chiefs 2 Secretary to Chief 1 Secretaries to Assistants 2 Clerks 6 Lecturers 25 37 7. Government, City, State and Nation Chief 1 Assistant Chiefs 2 Secretary to Chief 1 Secretaries to Assistants 2 Clerks 6 Lecturers 25 37 -33",
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"collection_name_s": "World War I-related Records",
"collection_description": "Minutes, correspondence, publicity bulletins, training manuals, reports, newspapers, and other records of major YMCA administrative bodies which provided services to the military forces in the United States and abroad during World War I. [Finding Aid available at: https://archives.lib.umn.edu/repositories/7/resources/920]",
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"transcription": "8. International J Chief J-Assistant Chiefs 2 Secretary to Chief 3-Secretaries to Assistants 2 Clerks 6 Lecturers 25 8. Labor Problem and Industrial Relations Chief Assistant Chief Secretary to Chief Secretary to Assistant Clerks Lecturers 1 1 1 1 10. Reguirements--Exhibits, Films, literature, etc. Chief 1 Assistant Chiefs 2 Secretary to Chief 1 Secretaries to Assistants .2 Clerks ^-0 Exhibitors 25 41 In addition to the above there will be a number of operators., demonstrators, lecturers and writers. These should probably include experts on education, experts on public health, experts on public charities, experts on agriculture, experts on forestry, experts on public vj-orks, experts on public highways, experts on taxation and budget making. These experts should all be selected with special reference to their ability to popularize their respective subjects. They should be selected as far as possible from volunteers and probably some of them are already in the service of the Y. M. C. A., or in the Army. As soon as the Director for this work is selected and the rough outline of the program agreed upon, a competent assistant should be chosen in America to catalogue all existing moving picture iilms, lantern slides, pamphlets and leaflets and other literature which may -34-",
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"collection_name_s": "World War I-related Records",
"collection_description": "Minutes, correspondence, publicity bulletins, training manuals, reports, newspapers, and other records of major YMCA administrative bodies which provided services to the military forces in the United States and abroad during World War I. [Finding Aid available at: https://archives.lib.umn.edu/repositories/7/resources/920]",
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"transcription": "be converted, into material for this Bureau. He should be instructed by cable to get into touch with the best scenario writers, title writers J and moving picture producers, for the purpose of arranging for the production of one or more great films, dedicated especially to this undertaking. If possible, a man like Griffith, who produced \"\"The Birth of a Nation\"\", should be enlisted in the service to produce one or more films which would catch not only the officers and men of the A. S. F., but capture the citizens of our home communities as well. Men like Irving Cobb, Ellis Parker Butler, and other popular writers and illustrators like Charles Dana Gibson, Balfour Kerr, Arthur Young and others ought to be pressed into the service to prepare telling illustrated leaflets and popular pamphlets dealing with the subject of citizenship. To avoid loss of time, some big man ought to be selected, with sufficient ''M funds at his disposal to enable him to proceed at once to catalogue and collect this material and to interest the right people in the production of new material. . SUGGESTED PERSONNEL It'is difficult to say just what personnel one would need at the outset, or just where it could be secured. It is more than likely, however, that almost any man in America who is ,not already carrying a very heavy load of responsibility in connection with the war, would be willing to give up a portion of his time to participate in such an undertaking as the Y. M. G. A. contemplates. Simply by way of memoran-4 dum, there is herewith appended a list of names of the type of men who would be interested in such a service and whose services would be invaluable if they could be secured: -35-",
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"transcription": "1. Prof. John Dewey, Columbia University 2. Prof. Davis S. Snedden, professor of Educational Sociology, Teachers' College, Columbia University; formerly Commissioner of Education of the State of Massachusetts 3. Prof. Franklin H. Giddings, Professor of Sociology, Columbia University 4. Hamilton Hdtl, editor of the \"\"Independent\"\" 5. William Allen White, editor \"\"Emporia Gazette\"\", Kansas 6. Raymond Robins, formerly of the \"\"Men and Religion Forward Movement\"\" 7. Ray Stannard Baker, of the American Magazine 8. Owen Love joy, of the American Child ^abor Committee 9. Prof. Jeremiah W. Jenks, Cornell University 10. Gifford Pinchot, formerly Chief of Forestry, Washington, D. C. 11. prof. James T. Shotwell, professor of History, Columbia University 12. Dr. Charles Beard, of the Bureau of Municipal . Research, New York City 13. Richard S. Childs, Short Ballot Association, New York City 14. Henry Bruere, Formerly City Chamberlain, New York City 15. Prof. Samuel HcCune, Lindsey, Columbia University. IB. Hon. William JA Doherty, formerly Deputy Commissioner of Charities of New York City 17. Dr. Edward T. Devine, Columbia University, formerly director of School of Philanthropy, New York City 18. Hon. Stanley H, Howe, formerly Deputy, Commissioner, Public Charities, New York City -35-",
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"transcription": "19. Rober.t S. Binkard, formerly Secretary of the City Club, New York City 20. James H, Hutchins, Business Manager, New York , Association for Improving the Condition of the Poor, and expert on exhibits 21. Prof. C. E. A. Winslow, expert on public health, professor in Yale University 22. Dr. Donald B. Armstrong, formerly director Public Welfare, National Association for Improving the Condition of the Poor 23. Prof. George D. Strayer, professor of school administra tion, Teachers' College, Columbia University 24. Charles Fouquet, manager of the Cadillac Company, New York City; formerly in charge of the New York City and State Exhibits at the Pan-American Exhibition, San Francisco, California 25. Dr. Gardner T. Schwqrtz, Health Officer, State of Rhode Island 26. Dr, H. D. Pease, of the lemerlie -laboratories, New York City 27. Hon. Leonard Walstern, formerly Commissioner of Accounts, New York City 28. Judge Ben -lindsay, Judge of the Juvenile Courts, Denver 29. Mrs. Florence Kelly, National Child labor Committee 30. Dr. Walter E. Weyl, author of \"\"The New Democracy\"\", \"\"American World Policies\"\", etc. 31. Raymond V. Ingersoll, formerly Commissioner of Parks, New York City . 32. Fredrick law Olmsted, landscape Architect 33. Hon, George Bell, Formerly Commissioner of 1icenses 34. Hon. Paul Wilson, formerly executive secretary to Mayor Mitchell, New York City 35. Dr. John S. Billings, formerly Deputy Commissioner of Health, New York City 36. Dr. George H, Golar, Commissioner of Health, Rochester, New York City -37-",
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"transcription": "Dr. Hoyt Dearholt, Milwaukee Mr. Joseph T. Ailing, Rochester, N. Y. Hon. John T. Peatherston, New York Dr. Walter E. Fernald, Supt., State School for Feeble Minded, Waverly, Mass. Hon. Oscar S. Strauss, General Manager of the Public Service Commission, New York State Hon. Thomas Mott Osborne, formerly Warden Sing Sing Prison Dr. George W. Kirchway, formerly Dean of Law School of- Columbia University Mr. Frank Aydelotte, Commissioner of Education training, War Dept., Washington, D. C. Sec. Houston, Secretary of Agriculture, has done admirable work with exhibits, movies and other popular educational methods. He has a number oftraveling exhibits planned to be shown in railway coaches in connection with movies, display charts, etc. Uharles R. Crane, Edward Feline, Mr. Justice Brands is woiald be helpful in getting this matter before the Secretary of Agriculture. Mr. Edward Feline would also be an admirable man to consult in regard to educational materials and mthods, and especially in regard to competent personnel. Mr. Felix Frankforter would also be extremely helpful in suggestions relating to this whole program Judge William H, Waddams, interested in League to Enforce Peace. . Mr. Short, Secretary to above league Mr. Hamilton Holt, editor of \"\"The Independent\"\" interested in above league -38-",
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"transcription": "| Hi33 Bertha Tomlinson, at .present with. Red Cross in France, interested in above league Norman Hapgooo., ini luential in national administration, could assist especially in speeding passports and in suggesting personnel, and in getting\"\" educational material fromthe government. He is especially close to Sec. Houston, from whom we desire to get special exhibits Ellis Parker Butler, author of \"\"Pigs is Pigs\"\" etc, and Irving Cobb and other popular writers to write popular, illustrated stories on government, similar to those used in the Mitchell campaign J. R. Commons, University of-Wisconsin, interested in labor problems President Walter E, Clark, University of Nevada, would speak especially on public finance, and would give popular lectures on tariff,., trust, immigration, and labor problems Clinton Rogers Woodruff, National Municipal ^eague Lawson Purdy, same as above Dr. S. Adolphus Knopf, popular lecturer on tuberculosis Dr. Wood3 Hutchinson, lecturer on public health Dr. E, E. Ross, University of Wisconsin, interested in general sociology Robert Shantun, Columbia University, interested in introductory sociology Prof. Chaddock, C0ium-bia University, interested in popular interpretation of statistics Edward G. Miner, Rochester, N. Y., nrofessor of charities (suggested by Frank E. -Wing) Dr. Sinclair Drake, Sec. State Board of Health, Springfield, Ill. Expert on exhibit preparation and equipment, well-known to Dr. Evans",
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"transcription": "i 66. Paul Kennedy, Committee on Public Information, has Citizenship Film / 67. Ernest Pool, Same as above co iQ : J. Allen Smith, same as above 69. Prof. Irving Fisher, author of Metropolitan Pamphlet, \"\"How to iiive Long\"\" 70. J. S. Slicher.of Leslies Weekly (L. S. Kirkland, special correspondent) 71. C. G. Routzchin, in re exhibits 72. Gardner T. Schwarts, in re exhibits. Has special charts on typhoid, tuberculosis, etc. 73. Ben Marsh, exhibits 74. John B. Andrews, social insurance 75. I. N. Robinson, social insurance . 76. Lee K. Frankell, social insurance 77. Miles Dawson, social insurance 78. Gifford Pinchot, National Conservation Association 79. Charles R. Beard, Bureau of Municipal Research, New York City CD o Samuel Lindsey, same as above 81. r - Henry Bruere, same as above 82. E. P. Goodrich, same.as above 03 03 Leo Frank, formerly with Filene of Boston,, author of Peace Table Talks -3* 00 Richard S, Childs 85. * Lt. Col. Snow, National Social Hygiene Association, has a very real health film \"\"Fit to Fight\"\" 86. E. A. Winslow, New York Department of Health co John Daniels, National Tuberculosis Association",
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"transcription": "While there are almost insuperable difficulties to the organization of the Department of Citizenship and the carrying out of the above program outlined for its organization, it is believed that those difficulties may be overcome. If it were necessary to build up an entirely new organization, to manufacture new cinema films, to develop and construct new exhibits, to write entirely new educational pamphlets, to train a completely new staff of lecturers and popular speakers, our task would doubtless be too difficult to accomplish in the short space of time at our disposal, and in view of the many almost insurmountable obstacles due to the fact that the world has been at war for the past i four years. Fortunately, however, there are in America well-organized associations and societies with years of practical experience back of them in this very field of popular education; such associations, for example, as the American Public Health Association, the National Association for the Study and Prevention of Tuberculosis, the American Social Hygiene Society, National Child Welfare Organization , National Association for the Prevention of Infant Mortality, the American Institute for Public Safety, the Committee on Safety, the ^ational Municipal League, the Short Ballot Association, the National League to Enforce Peace, and a host of ethers equipped with moving picture films, exhibits, literature, and trained lecturers. These associations usually have the various conflicting points of view represented on their boards of managers, and deal primarily in fundamentals, upon which there is a substantial consensus of opinion. They have a certain financial backing which might be drawn, upon in. emergency. They have trained personnel giving all or part time to their various specialties in. citizenship and social service . They are obliged each year to spend a considerable part of their budget to secure audiences, and it is",
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"transcription": "doubtful whether any one of these organizations reaches more then a few hundred thousand people in the course, of a year. Undoubtedly any or g.an. iz at ion in America whiich exists for the purpose of popular education along the lines of citizenship would welcome such an opportunity as the Army Educational Commission of the Y. M. C. A. is prepared to offer. Doubtless the pick of the best organisations in America would be available to take up this work in France with the American. Army almost immediately, and the trustees of the organization would, in all probability, consent to the use of the best educational material in their possession. These organizations are all mobilized; they are equipped; they could begin their work with the American Army immediately upon arrival in France. For example, the League to Enforce Peace might very well become the Bureau of Intern at ion al Relations of the Department of Citizenship. The National Municipal League would probably welcome the opportunity to become the Bureau of Governments. The Public ^ealth Association would be glad to take charge pf public health. In any event, it may confidently be expected that a number of these national and state organizations would willingly participate in such a great educational program with reference to training for citizenship, and would be willing to accept a proposal to take charge of a certain section of this work in the Y. M. C. A. and thus to ensure the success of the undertaking of the department on a considerable scale in the briefest possible period of time. VI. BUDGET ESTIMATE The difficulties of forecasting the budget for the Department of Citizenship are many. Peace is upon us and the Army is already beginning to move toward America. We do not know how many divisions",
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"transcription": "v.till be lei t in France after peace is declared.. We do not kno?/ where these divisions will be stationed. We do not know how many \"\"schools\"\" i f we can organise. We do not know how many halls or huts will be available for moving pictures and for lectures. We are not absolutely certain just how many exhibits or moving picture films are already available or ho?/ many we shall have to develop, nor have we exact information as to costs. With the present restrictions on the manufac-tire of paper and the difficulties of securing rapid printing, it is not easy to say definitely what vie can do with respect to our literature supply. It is not possible at this distance to ascertain just what personnel can be secured or what the personnel ?/ill cost. Some will have to have salaries if they sacrifice what they are doing now. We are confident, hov/ever, that many will be glad to come as volunteers. Others will be glad to come at moderate rates. Notwithstanding all these difficulties and uncertainties, we believe that the budget herewith attached is a reasonable estimate of the cost of operation covering a period of ten months ending October 31, 1S19. If seventy-five percent of5 the program could be achieved within the total figure of this estimate the cost would be a reasonable one, The estimate is based on the most accurate information v/hich we have been able to secure under the circumstances. It assumes that we shall be able, to reach a considerable portion of the A, E. F. before the men embark for America. It assumes further that there will be an army V of at least one half million men in France for six months or more. It is based on the assumption that the Y. M. C. A. huts will be available and that there will be many army barracks and tents ?/hich can be used as well as halls and other public build.ir.gs in the cities where units of the Army are stationed. There are l&tipQ y. M. C. A, huts, although (TO",
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"transcription": "many of these we realize are too small for exhibition. There are, however, eighty type B huts which have capacity of from 800 to 1200 men, $ and which would undoubtedly accommodate the large exhibits. In addition to these wfe shall no doubt be able to make use of halls, hotels, and other places run by the Y. M. C. A/, particularly at Bordeaux, Brett and in other iarge cities. This estimate of personnel, of moving picture films, of literature and the exhibits, -is based upon the assumption thfct we shall be able to use these huts, halls, tents, etc. in whatever measure available. The costs are based on practical experience of the Rockerfeller Commission American Red Cross and the Y. M. C. A. in France. 4 * -44-",
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"transcription": "SYNOPSIS OF PLAN OF WORK FOR A DEPARTMENT OF CITIZENSHIP AB2.IT EDUCATIONAL commission. A. E. F. Y. M. C. A. Prepared by John A. Kingsbury, Director, Paris, France. December 6, 1918. I. INTRODUCTION In order effectively to translate into action the provisions of General Orders #192, issued by General Pershing on October 31, 1918, the Amy Educational Commission has organized a department charged Tilth the responsibility for each of the principal subjects mentioned in the above orders. 9 The subject of Civics, which is broadly interpreted as a train- ing for citizenship, is entrusted to the Department of Citizenship. The whole aim and purpose of the training for citizenship is based on the assumption that we are going to live in a democratic world after the War; that every sovereign citizen will want to have a thorough understanding of those democratic aims; a better intellectual equipment to enable him to play his part. H. ABiS AND PURPOSES 1. To intensify interest in the opportunities and obligations underlying citizenship. 2. To interpret citizenship obligations in concrete application of ideals * of democracy, liberty and justice in every-day affairs of government. 3. To cultivate an attitude of constructive democratic effort through municipal, rural, state, and national administration by means of which governmental policy empresses itself. To inculcate interest in issues,^men, methods and machinery of government. 4.",
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"transcription": "-2- IIi. CITIZENSHIP ITS OPPORTUNITIES AM? OBLIGATIONS. 1. Obligations to one's hone. a. Practice of teachings of Christianity in one's life and deal-l f ings with one's family, friends and neighbors. (Here follow an enumeration of the more specific obligations to one's home, which are fundamental to good citizenship. These, however, relate primarily to spiritual life and character development. This is subject matter of the religious program of the Y. M. C. A. Therefore, the Department of G Ditizenship will not develop specialized work under these heads, but will deal with them incidentally. 2. Obligations to one's local community. a. Active and unselfish interest in affairs of the community. b. Sympathetic interest in affairs of all members of communi- ( ty, particularly the less fortunate. c. Participation in the management of public affairs. d. Participation in public movements to promote in the community: (1) Good schools, whose aim is to prepare children for citizenship; that is, for life in their own time and in their own locality. (2) Public health, including measures to secure: (a) A clean milk supply. (b) Pure water. (c) Safe and economic sewerage and garbage disposal. I (d) Protection of food supply. (e) Prevention and control of contagious diseases. (f) Prevention and control of tuberculosis and other communicable diseases.",
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"transcription": "7- (a) In suppressing piracy. (b) \"\" 11 slave trade. (c) In international postal and telegraph service. J 8. Closer international relations after the War. (1) Political (2) Cultural (3) Commercial f. Racial and geographical difficulties. IV. METHODS 1. Class instruction and other academic work. 2. Cinema and stereopticon. 3. Graphic exhibitions. 4. Popular pamphlets and leaflets. 5. Popular lectures. 6 Demonstrations. V. ORGAHIZATIOrl 1. General supervision and administration. 2. Bureau of Public Health Education. 3. Bureau of Public HeIfare Education. 4. Bureau of Public Porks Education 5. Bureau of Public Safety Education. 6. Bureau of City Planning Education. 7. Bureau of Governmental Organisation. 8. Bureau of International Relations. 9. Bureau of Labor Problems and Industrial Relations. 10. Bureau of Requirements. VI. SUMMARY AI'ID BUDGET ESTIMATE.",
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"transcription": "-3- r * (g) The keeping of complete vital statistics to be utilized in general public health education. (h) A continuing reduction in the rate of infant mortality. (i) Higher standards of child hygiene. (j) Advanced knowledge by means of original research, or by collection and collation of the results of modern research, as a basis for improved methods of sanitation and public hygiene. (3) public Charities, including measures and institutions to provide for the humane care, treatment and protection of: (a) Poundlings and illegitimates. (b) Orphaned, dependent and delinquent children. (c) The imbecile and the feebleminded. (d) The insane and the inebriate. (e) The temporarily homeless. (f) The unemployed and the unemployable. (g) The tramp and the vagrant. (h) The sick and the injured. (i) The aged and the inform. (j) The poor and the pauper dead. These measures and institutions would embrace: (a) Childrens hospitals; hospitals for adults, both acute and chronic. (b) Cottage homes for the aged and infirm. (c) Farm colonies for inebriates, for tramps, vagrants, and for the semi-ablebodied. (d) A psychiatric institution for the observation, study and segregation of mentally disturbed patients, and for the care of such persons pending admission to county or state institutions. (e) Cottage institutions for the care of the feebleminded, pending admission to a state institution. (f) Municipal lodging houses for the temporary care of the homeless and unemployed.",
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"transcription": "(g) Public employment bureaus. (h) A humanely appointed and administered municipal mortuary. (i) A childrens clearing bureau and temporary home for the study, diagnosis, treatment and segregation of dependent, neglected and delinquent children pending final disposition. (j) Children's Home Bureau for finding suitable homes for boarding and placing children in them under supervision. (4) Public works, covering a considerable catalogue of community projecTs~artcT\"\"activities, chief among which are: (a) The construction and maintenance of waterworks and sewerage systems, (b) Paving streets. (o) Laying and supervising gas mains and conduits. (d) Maintaining street lights and possibly a municipal lighting system. (e) The upkeep of bridges and the operation of public ferries. (5) Parks and playgrounds and Public Recreation, including: (a) Public parks. (b) Public recreation centres. (c) Comfort stations. (d) Rest rooms. (e) Recreation piers. (f) Public danoe halls. (g) All other public amusements maintained by the community. (6) Correctional Institutions, which should include in addition to ordinary jails, institutions for modern correctional work, such as: (a) pfork houses. (b) penitentiaries for short term prisoners. (c) Reformatories for mail adult offenders. (d) Separate \"\" \"\" female \"\" \"\"",
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"transcription": "-5- (e) Industrial and farm colonies for the humane treatment and correctional care of juvenile offenders. (7) Police Protection, which should include not only the maintenance of orderand the detection of crime, but such constructive social services as: (a) The regulation of traffic. (b) Assistance and information to passing citizens. (c) Sympathetic oversight of child life in city streets. (d) Probation work for first offenders. (e) Parole work among paroled prisoners. (f) Friendly advice to the poor regarding public and private institutions which exist for their benefit. (g) Advising and directing the unemployed. (8) Fire Protection, including the maintenance of: (a) A well trained and disciplined fire fighting force. (b) A chain of well located fire stations. (c) Complete modern motor equipment and apparatus. (d) A well organized bureau of fire protection. (e) A thoroughly trained force of inspectors. (f) Occupational work to employ the idle hours of firemen. (9) A Budgetary System, with complete publicity for all financial\"\" Transactions of the community-purposed, current and completed. 3. Obligations to one's State The obligations under which a citizen of a state is placed are similar to his obligations to his local community. fhe outline content of this part of the course, therefore, is similar to the above, with obvious modifications relating especially to rural life and to special state functions. This subject is treated in s|cme detail in the text, hence the details of outline will not be repeated here.",
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"transcription": "-6- 9 * 4. Obligations to one's nation. These constitute the highest and heaviest social obligations imposed upon the citizen. To meet them requires the purest patriotism, and the highest devotion, and at times the greatest sacrifice which a citizen is called upon to make. Thi3 subject is worked out similar;.to the outline in paragraph 2 above. For the sake of brevity, details will not be given here. 5. International obligations. a. Fundamental difficulties between the governments known as the central powers and those known as the allies. (1) German doctrine. (a) \"\"Scrap of Paper.\"\" (b) Frightfulnes s. (2) Doctrine of the United States and her allies. (a) Integrity of nations. (b) Sacrednes3 of treaties. b. A brief discussion of fundamental differenoess between the government of the United States and her allies. (1) Character of eonstitution. (2) Powers of executive. {3) Organization and powers of national legislature. (4) Degrees of centralization. (5) Dependencies. c. Facts and figures in regard to frequency and costliness of international war3. (1) Estimate of cost in men. (2) Estimate of cost in wealth and prosperity. d. Development of friendly international relations. 1. Co-operation of governments.",
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"transcription": "VII - Summary of Budget Estimates continued from Page 7 Personnel, salaries, living expenses, etc* 2148,748.90 390,681.62 Construction and operation of exhibits 1,221,000.00 222,000.00 Printing and distribution of literature 2,062,500.00 375,000.00 Cinema films 440,000.00 80,000.00 Contingent 587,224.87 106,768.16 6,459,473.79 1,174,449.78",
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"transcription": "DEPARTMENT OF CITIZENSHIP - ARMY EDUCATIONAL COMMISSION A. E. F. - Y. M. 0. A. I m Administration Public Hsalth Public Welfare Public Works Jli IHJi Public S: J.U PuUlVJ '? ety LUO UUxU City Planning and Housing Xhli XO J.57 Government City, State and Nation Inter Gov national ernnent LP.bsr Problems and Industrial Relations Requirements Total 1 No. Amount No, Amount No. Amount No. .Amount No. Amount No. Amount No. Amount No. Amount No. Amount No. Amount No. Amount | SALARIES: 1 Chiefs 1 27,500.00 1 10,000.00 1 20,000.00 1 10,000.00 1 10,000.00 1 10,000.00 1 10,000.00 1 10,000.00 1 10,000.00 1 10,000.00 10 117,500.00 fl Assistant Chiefs 3 48,748,00 1 10,000.00 1 10,000.00 1 10,000*00 1 10,000.00 2 20,000.00 2 20,000.00 2 20,000.00 1 10,000.00 2 20,000.00 16 178,748.90 I B Secretari es and B Stenographers 5 37,500.00 3 22,500.00 3 22 pBOO* 0C 2 15,000.00 2 15,000.00 3 22,500.00 3 22,500.00 3 22,500.00 2 15,000.00 3 22,500.00 29 217,500.00 | B Clerks 6 45,000.00 5 37,500.00 5 37,500.00 3 22,500.00 3 22,500.00 6 45,000.00 6 45,000.00 6 45,000.00 3 22,500.00 10 75,000.00 53 397,500.00 | B Lecturers . 25 187,500.00 16 120,000.00 8 60,000.00 8 60,000.00 25 187,500.00 25 187,500.00 25 187,500.00 8 60,000.00 - - - - 140 1,050,000.00 1 Exhibitors - - - - - - - - - - - - - - - - - - - - - \"\" - - - - 25 187,500.00 25 137,500-00 15 158,748.00 35 267,500.00 26 200,000*00 15 117,500.00 15 L17,500*00 37 . 285,000.00 37 285,000.00 37 285,000.00 15 117,500.00 41 315,000.00 273- 2,148,743.90 EXHIBITS: S 4 4 4 4 8 4 40 1 Models 96 205,500.00 48 52,800.00 48 26',400.00 4? 26,400.00 40 52,800.00 48 52,300.00 96 52,300*00 43 26,400.00 - 430 396,000.00 1 TIcHel Oases mm . 96 21,120.00 48 10,560*00 48 5,280.00 48 5,280.00 48 10,560.00 48 10,330.00 96 10,560.00 48 5,230.00 - - - 480 79,200.00 1 Panel m. mm mm 768 168,960.00 334 84,480.00 334 42,240.00 S3 4 42,240.00 534 84,480.00 384 84,480.00 768 84,430.00 334 42,240.00 - ~ - 3840 633,500.0,0 1 panel Gases _ 96 7,920.00 48 3,960.00 48 1,980.00 48 1,980.00 48 3,960.00 48 3,960.00 96 3,960.00 48 1,980.00 ~ - 480 29,700.00 1 Fittings, Etc - - - - 22,000.00 - 11,000.00 - 5,500.00 5,500.00 11,000.00 11,000.00 11,000.00 5,500.00 mm mm m. * 82,500.00 ly - - - 325,500.00 - 162,800.00 - 81,400.00 31,400.00 - 162,800.00 - 162,800.00 - 162,300.00 - 81,400.00 - ~ ~ 1,221,000.00 1 J M: .llic ins Millie ns M illio -is Mallio is M: .llio ns 1 illio ns 1 [illio ns I Illio ns Mil: .ions I LITERATURE: 1 1 page pamphlets 5 137,500.00 2-1/2 53,750.00 1-1/4 34,375.00 1-1/4 34,375*00 >1/2 58,750.00 2-1/2 68,750.00 2-1/2 6S,750*00 1-1/4 34,375.00 18-3/4 515,325.00 1 8 page namphl g+.r 5 275,000.00 2-1/2 137,500.00 1-1/4 68,750.00 1-1/4 68,750.00 137,500.00 2-1/2 137,500.00 2-1/2 137,500.00 1-1/4 68,750.00 18- -3/4 1,031,250.00 1 32 page pamphlets - - - 1 137,500.00 1/2 68^750.00 1/4 34,375.00 1/4 34,375.00 i/z 68,750.00 1/2 . . 68,750.00 1/2 68,750.00 1/4 34,375.00 3- -3/4 5 3.5 $ b 2 5 0 0 0 11 550,000.00 5-1/2 275,000.00 2-3/4 137,500.00 2-3/4 1^7,500.00 5-1/^: 275,000.00 5-1 275,000.00 5-1/2 225,000.00 2-3/4 137,500.00 41-1/4 2,062,500.00 Thoi isanc 1 Th ousar d Thensa 1 nd Thousa nd Th ru-g&ricl T1 icusan d 'housa nd Thousan d Thousand F< set Feet Feet Feet Feet Feet Feet Feet F eet | FILMS: j Reprints 120 39,600.00 65 21,450.00 35 11,550.00 35 11,550.00 70 23,100.00 70 23,100.00 70 23,100.00 35 11,550.00 500 :28ooo.oo Creations 5 68,750.00 3 41,250.00 1 13,750.00 1 lo,750.00 3 41,250.00 3 41,250.00 -3 41,250.00 1 13,750.00 20 275,000.00 ,JLr. > . I VvJ-Oil wO Jji- I u o J L25 108,350.00 68 62,700.00 36 ..25,300.00 36 25,300.00 73 j 64,350.00 73 64,350.00 73 64,350.00 36 25,300.00 520 440,000.00 [CONTINGENT FUND 15,874.89 125,145.00 70,050.00 36,170.00 35,170.00 L 78,715.00 78,715.00 78,715.00 36,170.00 31,500.00 587,224.89 v TOTAL ESTIMATE 174,623.79 L,376,595.00 770,550.00 307,870.00 397,370.00 1 865,365.00 865,865.00 865,865.00 397,870.00 346,500.00 6,459,473.79",
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