Illustrating care of tubercular children in open-air schools. Compare the autobiog

raphy of another open-air pupil on page 42

schools has made enormous progress in recent years. Most large school systems now provide for periodical inspection of the pupils by school physicians, dentists, and nurses; for free treatment of special defects of poor children, such as defective teeth or tonsils; for improved training in health knowledge and health behavior.

One of the most unique features of such health work in public schools is the maintenance of open-air schools for tubercular children. The following story was written by such a child for the Open-Air Smile, a monthly periodical started by the children of the Chicago open-air schools.

I was born in a little gray house in a little country town near the city of Kiev. When I was two years old my downfall began. First I fell sick and had the scarlet fever, and as soon as I was cured of that I caught diphtheria, and after I was cured of that I caught pneumonia. I stayed in bed for a year and I never got out of bed for that long time. When I was six years old I came to America to the city of Chicago. Everybody had told us in Russia that gold was lying everywhere in the streets. I started to go to school at the Garfield School. Later we moved to a different street, so I took a transfer to the Langland School, and later on we moved again, and then I came to the Goodrich School, which I attended a couple of years. When I was finally in the seventh grade I was sent out to Winfield tuberculosis camp. I stayed there six months because I was charged with having tuberculosis. Those six months passed away so quickly that it seemed like six weeks. I think it was the happiest time of my life staying out there. When I went home hardly anybody recognized me, because I was not the sick little fellow that I was when I went to Winfield, but a big, strong, and healthy boy with cheeks like roses. Later on I was put in the Foster open-air room, where I am now in the eighth grade. (11)

Harmless enjoyment of leisure time. Easily explained by increased leisure in modern industrial society. Our second purpose in an education which aims to increase human happiness is training for harmless enjoyment. This would need

almost as elaborate a discussion as health, had we not already presented on pages 27-32 the historical facts about modern industrial society. There it was shown that the leisure of the city youth presents a serious problem to the school and that humanitarians and labor organizations have so reduced the hours of labor that leisure is occupying an increasingly large part of the time of ordinary adults. As a consequence enjoyment of leisure becomes a large factor in life. While Puritanical-minded persons might regard such an aim as reprehensible, it is obvious that when we consider the happiness of those dear to us we place a large value on their enjoyment of leisure activities. For many persons, during the winter months, reading, music, and the drama furnish their leisure pursuits. As they become better educated, thinking about and discussing problems of the day enter in. During warm weather outdoor activities play a large part with certain classes. As a rule these lines of enjoyment are harmless. There are many persons, however, particularly youths, who spend their leisure in activities that are positively harmful to themselves and to others. The problems of training all persons for harmless enjoyment which are suggested by these facts are being given serious consideration by the greatest social workers of America. For example, Jane Addams of the Hull House Social Settlement, Chicago, is quoted as saying:

We have no [adequate] sense of responsibility in regard to the pleasures of young people, and continually forget that amusement is stronger than vice and it alone can stifle the lust for it. We see all about us much vice which is merely a love for pleasure "gone wrong" the illicit expression of what might have been not only normal and recreative pleasure but an instrument in the advance of higher social morality.

In progressive elementary schools, beginning in the kindergarten and continuing throughout the grades, training for harmless recreation is being provided in many forms,

in rhythmic activities, in plays and games, in unison singing of lilting, haunting melodies, in dramatic activities, and in wide reading "just for fun."

Good will. Long emphasized by churches and moral leaders. Our third broad social aim, namely, good will, needs little discussion because most readers have heard it emphasized frequently in church or in school. Selfishness, which is the opposite of good will, is one of the chief hindrances in increasing the happiness of the multitudes. In order to increase happiness in general each individual needs to be trained (1) not to interfere with the happiness of other well-intentioned, well-behaved persons, (2) to wish others well, and (3) positively to endeavor to increase the happiness of others. This does not imply that his whole life should be one of self-sacrifice, but it does mean that consideration for the rights and welfare of others should be an important factor in guiding his life, in determining his decisions and behavior.

Social service. Efficiency in supplying the wants of interdependent society. --The final broad social aim we have called social service. By social service in America we mean doing efficiently something that is valued in the interdependent, democratic industrial society described earlier in the chapter. To be of service or to succeed in such an interdependent society one must be able to do efficiently something which this society wants done. Some of the wants or needs of society were suggested above, namely, the need for food, the need for coal, the need for transportation. The interdependence of people to-day in supplying these needs gives meaning to the term "social" in this aim. Meaning is given to the term "service" when we think of it as it is used in modern business advertising. Whole pages of current magazines are used in advertising "John Blankville Service." Automobile manufacturers feature not only their

cars but their "service." Service thus suggests doing for people what they need done when they need it, giving them efficiently what they want when they want it. It is obvious that the effective satisfying of the needs and wants of people contributes enormously to their happiness; hence social service is an important educational aim.

Business service, home service, and civic service are easily understood. In the outline on page 35 we divided social service into three types, business service, home service, and civic service. Business service is the form through which most persons make their living. Home service is that important service which consumes the energy of so many women. Civic service includes many forms of governmental employment, such as public-school teaching, as well as the occasional but very important service which citizens render in voting and in inspecting public works and affairs. It is a simple matter to translate into terms of training for business service, home service, and civic service many of the concrete activities of elementary schools.

Translate broader social aims into detailed psychological aims. -Thus we have described the broader social purposes of a democratic education which aims to increase human happiness. We endeavored to prepare for an understanding of these purposes by telling first the story of how they grew out of the profound social changes paralleling the development of modern democracy, humanitarianism, and the factory system. As thus presented they stand in sharpest contrast with the narrow other-worldly aims of the Puritan colonists. We shall now proceed to consider certain more detailed aims of teaching which we can use to bridge our thinking from the broader social activities to the results that we want to produce from day to day in each boy and girl. Since we shall be focusing our attention now, not on society at large, but on each individual pupil, we shall call