17. Does the obligation assumed to educate involve any greater exercise of state authority or recognition of duty than the advancement of the health of the people and the sanitary welfare of the State?

18. What additional unsolved problems would you add to the list given on the preceding page?

SELECTED READINGS

In the accompanying Book of Readings the following selections illustrative of the contents of this chapter are reproduced:

367. McKechnie, W. S.: The Environmental Influence of the State. 368. Emperor William II.: German Secondary Schools and National Ends. 369. Van Hise, Chas. R.: The University and the State. 370. Friend: What the Folk High Schools have done for Denmark. 371. U.S. Commission: The German System of Vocational Education. 372. U.S. Commission: Vocational Education and National Prosperity. 373. de Montmorency: English Conditions before the First Factory-Labor Act. 374. Giddings, F. R.: The New Problem of Child Labor. 375. Hoag, E. B., and Terman, L. M.: Health Work in the Schools.

QUESTIONS ON THE READINGS

1. Explain why it is now so important that the State properly environ (367) its youth.

2. What were the actuating motives behind the German Emperor's speech (368)? Was he right in his position as to the relation of the schools and national needs and welfare?

3. Explain Van Hise's conception (369) that the university is "The Soul of the State."

4. Does Denmark form any exception as to what might be done (370) in any country, such as Russia? Mexico?

5. Show that the results justified the German emphasis (371) on vocational training. How do you explain this German far-sightedness?

6. What will be the result when many nations (372) become highly skilled?

7. Show the growth of humanitarian influences by contrasting conditions in England in 1802 (373), and conditions to-day.

8. Would the English 1802 conditions be found in any Christian land today? Why?

9. Show that the child-labor problem (374) is a product of the Industrial Revolution.

10. Viewed in the light of history, what would we say of the present opposition to health work (375) in the schools?

SUPPLEMENTARY REFERENCES

* Allen, E. A. "Education of Defectives"; in Butler, N. M., Education in the United States, pp. 771-820. Barnard, Henry. National Education in Europe. * Commission on National Aid to Vocational Education, Report, vol. I. (Document 1004, H. R., 63d Congress, 2d session, Washington, 1914.) Cook, W. A. "A Brief Survey of the Development of Compulsory Education in the United States"; in Elementary School Teacher, vol. 12, PP. 33l-35 (March, 1912.) * Dean, A. D. The Worker and the State. Eliot, C. W. Education for Efficiency. Farrington, F. E. Commercial Education in Germany. Foght, H. W. Rural Denmark and its Schools. Friend, L. L. The Folk High Schools of Denmark. (Bulletin No. 3, 1914, United States Bureau of Education.) * Hoag, E. B., and Terman, L. M. Health Work in the Schools. Kandel, I. L, "The Junior High School in European Systems"; in Educational Review, vol. 58, pp. 305-29. (Nov. 1919.) * Munroe, J. P. New Demands in Education. * Payne, G. H. The Child in Human Progress. Smith, A. T., and Jesien, W. S. Higher Technical Education in Foreign Countries. (Bulletin No. n, 1917, United States Bureau of Education.) Snedden, D. S. Vocational Education. * Terman, L. M. The Intelligence of School Children. Waddle, C. W. Introduction to Child Psychology, chap. I. Ware, Fabian. Educational Foundations of Trade and Industry.