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fore be aware of his solemn duty to counteract the vanity of parents by aiding his pupils in a choice which saves both them and their parents from cruel disappointments. Again, he will have the more agreeable duty of encouraging the capable boy and girl whom he finds in his class to take up such scientific or professional lines as appear to be within their powers. In behalf of these he will have occasion to confer with the boards and officials that will come to have charge of the pupils in the branches selected. As the question of expense is also involved, the teacher's further service consists in helping the pupils to secure aid and stipends from such funds as are available.

As an outcome of these early suggestions, educators began to consider the feasibility of a compendium in which this kind of service could be outlined in a form suitable to be taken up as a part of the scheduled work of certain types of schools. With this in view the educational board of Zürich directed that a vocational guide book should be furnished pupils at nominal cost and be studied as an obligatory subject in the eighth primary class and in the first two classes of the higher grade schools and that it should also be adopted for general use in the third class of the higher grade school. Attention was called to the desirability of treating its content as instruction material. The teacher was enjoined to stress the importance of training for skill and attention to duty and to find occasion to give his pupils helpful words of counsel as they entered on their chosen life work. He was reminded that the pupil's choice of calling should not invariably be regarded as final; the main point was to help him earnestly to consider the choice.

The movement here mentioned, which was well under way in 1916, has since then assumed new phases, and a scope beyond what was originally contemplated. In the annual report of the educational board some of the results for 1917 are given. In many districts and communities, says the report, boards for vocational consultation were established. The official school journal for March, 1917, published a comprehensive list of places where applicants might come for consultation. Many benevolent associations, among them the foundation "For Young People" (Für die Jugend) gave financial support to the cause. The expectation was that a general service bureau for the entire Canton would be established.

The Jugendwohlfahrt, Revue Suisse de Protection de la Jeunesse, under date of January, 1919, surveys in part what was accomplished during the years from 1916 to 1919.

The suggestions published by the school board led to cooperation between the schools and the associations mentioned above. They

1 Jahresbericht der Direktion des Erziehungswesen über das züricherische Unterrechtswesen für 1917, Zürich, Switzerland.

succeeded in getting 42 business places, factories, and other industrial plants made accessible to pupils who in company with their teachers desired to visit these to reach a clearer conception of the work there going on with the view of choosing a calling more intelligently. Similarly, they conferred with about 160 foremen of shops and trades to procure information for those pupils who expected to seek positions as apprentices. Every teacher instructing final or graduating classes of the primary and the higher grade schools was furnished with a list of available positions and also of places in the city where practice in the trades could be secured. The teachers were also furnished with a list of applications from farmers who wished to employ boys having completed the school requirements; also a record of places where girls could find employment. Through the agencies mentioned, the instructors kept in touch with about 140 educational officials throughout the Canton, thereby extending the work until the city of Zürich felt warranted in increasing the stipends and funds for promoting instruction in the trades.1

As the importance of this form of school service became more extensively recognized, there was felt the need of organizing for its further prosecution. With this in view the occupational teachers of the Canton of Zürich, in the autumn of 1918, effected an organization of 200 members. The constitution adopted by this body sets up its purpose thus: (1) To guard and to further the material and ideal interests of the occupational teachers; (2) to promote the professional training of its members; (3) to cultivate right relations among the occupational schools, the folk schools, the trades, and industries; (4) to assist in procuring instruction material for the trade schools. The executive agencies of the association are to consist of permanent committees representing the various occupations. Their chief duty will be to further, in accordance with point 3, closer relations among the trades, the industries, and the schools.

REGARD FOR THE PUPILS' HEALTH.

In order to render the most complete service for life the responsibility of watching over the pupils' health has also been brought fully within the scope of the teachers' duties. Childhood is obviously the time when physical defects of whatever kind should be discovered and remedied. Each Canton has specific regulations touching the physical examination of the child upon entrance into the schools, the later periodical examinations, and reports of abnormal conditions discovered.

The school laws and published regulations show that the physician intrusted with this work must himself pass a rigid qualifying

Adapted from Jugendwohlfahrt, January, 1919, and Jahresbericht der Direktion des Prziehungswesens, Zürich, 1918.

test. He must hold the practicing physician's license as required by the Federal Union. Employed by the department of education, he is not permitted individual practice. When the school board deals with questions of hygiene or sanitation, he may be summoned as an advisory member. His professional duties with regard to the schools and the pupils are minute and definite. In the Canton of Solothurn these include the examination of each individual pupil and inspection of every schoolhouse in towns and country districts. He is to visit schools for women's work at least once a year and to make careful inspection of ventilation, heating, lighting, cleanliness, sewers, water supply, courts, gymnastic rooms, baths, pupils' benches, school furniture, school utensils, and sanitation material. The physician must have regular hours for consultation; he must pass on all requests for exemption from attendance at school based on reasons of health; he determines whether pupils should be placed in classes organized for defectives, and whether or not they are to be sent to children's sanitariums; moreover, he enters on a special record cases where pupils are to be under observation for some time and where they need particular consideration during the school work; at specified intervals he is to repeat the examination of eyes, ears, and teeth. Vaccination, disinfection, precautionary measures against communicable diseases, tuberculosis, and diseases of the scalp, attendance on pupils taken illthese are matters to which the school physician must attend. He may, if he wishes, make his inspection at any time, even during school hours, though it is expected that he shall interfere with the recitation as little as possible. He is privileged to be present at recitations any time when this may help him to an insight into the pupils' state of health. Early in the spring of 1919 the school periodicals discussed the physical measurements of pupils with the view of studying a new type of school bench adapted to their health and comfort, an attempt in which the school physician evidently takes part. Other duties falling to him are to approve the plans for school buildings, to inspect the health certificates of men and women teachers, to teach them how to treat the defects they discover in the speech and voices of their pupils, how to deal with children suffering from nervous trouble, and, finally, to lecture to teachers and parents on topics of hygiene. During the influenza epidemic pupils generally attempted to get back to school before complete recovery; hence they were in danger of incurring bad after effects. The school physicians adopted the regulation that no pupil should be permitted to return until the seventh day after complete recovery.

Various institutions having both curative and instructional purposes are found throughout Switzerland. Some of these are trade schools adapted to the capabilities of certain classes of defectives; but in all these institutions the instruction is subordinated to the restora

tion of the pupils' health. They often have the character of vacation colonies, where pupils under the supervision of their teachers may come to recuperate. They are by no means limited to the poor, but well-to-do parents realize the benefits there received and send their children to these places in increasing numbers.

One of this class is the forest school, where recitations are held in the open under the trees. The first one was founded through communal initiative in Lausanne in 1908: in 1912 and 1913 two similar schools were founded in the Canton of Geneva through private endeavor; later one was established in Neuenburg, and in 1914 another in the Canton of Zürich. Their origin grew out of the needs of children with weak constitutions, to whom fresh air and nourishing food are the essentials. The location selected is in the edge of the forest; the period for the sessions is from May till late in September.

In El Monitor de la Educacion Comun an account is given of another achievement of Swiss educational and medical endeavor, namely, a sun school, where certain classes of pupils in poor health may do a limited amount of school work while they are receiving the benefits of the curative properties of the sun's rays. A school of this kind has been conducted summer and winter for 12 years at Leysin. The restoration to full usefulness under the treatment here provided is more remarkable in the case of children than in the case of adults, for the reason, undoubtedly, that the former can more readily comply with the necessary restrictions in regard to work. The location selected for these schools is at a high altitude, sometimes as high as 1,100 meters above sea level. The largest school has a farm completely equipped, under an experienced agronomist, himself a cured patient, where agriculture, dairying, and bee and fowl keeping are carried on. In so far as the treatment is adapted to the cure of tuberculosis, all lessons are subordinated to this purpose, the only mention of school proper being as one of the divisions of time among hours assigned to exercises for respiratory development, walks, and light agricultural or garden work.

In his account the author shows how the mental training goes hand in hand with the physical. No special place is designated for recitations, the covered galleries adjoining the chalets being generally utilized. A small, portable seat with writing desk attached, the frame higher than usual and requiring an upright posture, is furnished each pupil. When the weather is fine the class and the teacher roam in search of the most attractive place for recitations-it is the movable school par excellence. In addition to the lessons assigned, the teacher gives instruction on some theme arising out of the local topography, geology, botany, etc.

From the ethical point of view the effect upon the child is most happy. From the first there is an evident growth in evenness of

temper and stability of character, effects appearing as a consequence of the physical hardening.

The writer in El Monitor advocates the extension and adaptation of the best features above mentioned to the general public-school system. He does not attempt to prescribe the exact method by which this may be done, but he is confident that it can be worked out anywhere by a study of local conditions. Various instances of its realization are cited, as in Bern, Basel, and Geneva, where children from some of the public schools receive open-air instruction. In Lausanne, under the auspices of the city authorities, experiments in such instruction have been made with children selected by the physicians. Various cities of neighboring Cantons have organized advanced classes for further experiments. Objections on the score of expense are easily met, as the latter are obviously light, the necessary equipment being of the very simplest.

The Swiss journals and official reports also speak of other arrangements, both for the therapeutic treatment of school children. and for special training in usefulness for those whom medical care is not able fully to restore. Under the direction of the health department of Zürich, children who suffer from defects of speech or ailments of the vocal organs are taken in hand. This branch of the medical department is intended first of all to impart such knowledge and skill as will be of use to teachers having charge of pupils afflicted with troubles of the throat and the speech organs. Sessions. for these purposes are held in the consultation rooms of the city clinics. Here teachers may receive such medical knowledge as will fit them to discover and relieve the less serious cases that they find in their classes and also to see the importance of promptly referring troublesome cases to the specialists. As instructors, they are taught what to do with pupils that stutter or speak with an unnatural nasal tone, to understand the troubles at the bottom of recurrent or chronic hoarseness, as well as partial or incipient stages of deafness. The diagnosis which the teacher is prepared to make will be the first step toward a course of corrective treatment.

Again, unless the teacher understands troubles like these, he may classify an apparently backward child as below normal mentality, when the trouble is due to difficulties in the organs of speech or hearing.

Teachers in Zürich and Basel having charge of pupils of defective hearing explain the handicap under which these get an education. Many things, at school and at home pass by them without leaving a trace. To restore these, so far as possible, to full communion with the outer world and thereby give their lives greater fullness is a worthy endeavor for the schools. It may be added that the knowledge requisite for this kind of service is in essentials also the foundation for elementary language instruction at schools with normal

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