Selected Moments of the 20th Century

A work in progress edited by Daniel Schugurensky
Department of Adult Education and Counselling Psychology,
The Ontario Institute for Studies in Education of the University of Toronto (OISE/UT)

1918

Seven Cardinal Principles of Secondary Education

This year, after three years of work, the Commission of the Reorganization of Secondary Education, appointed by the National Education Association of the United States, submitted the report "Cardinal Principles of Secondary Education." For the purposes of this commission, secondary education was defined as applying to all pupils of approximately 12 to 18 years of age. This report, which was written at the height of the progressive education movement, would become one of the most influential education documents of the twentieth century.

The commission identified seven main objectives of education:

  1. Health
  2. Command of fundamental processes
  3. Worthy home membership
  4. Vocation
  5. Citizenship
  6. Worthy use of leisure
  7. Ethical character

Below is the text of the commission on each one of these principles.

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1. Health

Health needs can not be neglected during the period of secondary education without serious danger to the individual and the race. The secondary school should therefore provide health instruction, inculcate health habits, organize an effective program of physical activities, regard health needs in planning work and play, and cooperate with home and community in safeguarding and promoting health interests.

To carry out such a program it is necessary to arouse the public to recognize that the health needs of young people are of vital importance to society, to secure teachers competent to ascertain and) meet the needs of individual pupils and able to inculcate in the entire student body a love for clean sport: to furnish adequate equipment, for physical activities, and to make the school building, its rooms and surroundings, conform to the best standards of hygiene and sanitation.

2. Command of fundamental processes

Much of the energy of the elementary school is properly devoted to teaching certain fundamental processes, such as reading, writing, arithmetical computations, and the elements of oral and written expression. The facility that a child of 12 or 14 may acquire in the use of these tools is not sufficient for the needs of modern life. This is particularly true of the mother tongue. Proficiency in many of these processes may be increased more effectively by their application to new material than by the formal reviews commonly employed in grades seven and eight. Throughout the secondary school, instruction and practice must go hand in hand, but as indicated in the report of the committee on English,1 only so much theory should be taught at any one time as will show results in practice.

3. Worthy home membership.

Worthy home membership as an objective calls for the development of those qualities that make the individual a worthy member of a family, both contributing to and deriving benefit from that membership. This objective applies to both boys and girls. The social studies should deal with the home as a fundamental social institution and clarify its relation to the wider interests outside. Literature should interpret and idealize the human elements that go to make the home. Music and art should result in more beautiful homes and in greater joy therein. The coeducational school with a faculty of men and women should, in its organization and its activities, exemplify wholesome relations between boys and girls and men and women. Home membership as an objective should not be thought of solely with reference to future duties. These are the better guaranteed if the school helps the pupils to take the right attitude toward present home responsibilities and interprets to them the contribution of the: home to their development.

In the education of every high-school girl, the household arts should have a prominent place because of their importance to the girl herself and to others whose welfare will be directly in her keeping. The attention now devoted to this phase of education is inadequate, and especially so for girls preparing for occupations not related to the household arts and for girls planning for higher institutions. The majority of girls who enter wage-earning occupations directly from the high school remain in them for only a few years, after which home making becomes their lifelong occupation. For them the high-school period offers the only assured opportunity to prepare for that lifelong occupation, and it is during this period that they are most likely to form their ideals of life’s duties and responsibilities.

For girls planning to enter higher institutions, our traditional ideals of preparation for higher institutions are particularly incongruous with the actual needs and future responsibilities of girls. It would seem that such high-school work as is carefully designed to develop capacity for, and interest in, the proper management and conduct of a home should be regarded as of importance at least equal to that of any other work. We do not understand how society can properly continue to sanction for girls high-school curriculums that disregard this fundamental need, even though. such curriculums are planned in response to the demands made by some of the colleges for women.

In the education of boys, some opportunity should be found to give them a basis for the intelligent appreciation of the value of the well-appointed home and of the labor and skill required to maintain such a home, to the end that they may cooperate more effectively. For instance, they should understand the essentials of food values, of sanitation, and of household budgets.

4. Vocation

Vocational education should equip the individual to secure a livelihood for himself and those dependent on him, to serve society well through his vocation, to maintain the right relationships toward his fellow workers and society, and, as far as possible, to find in that vocation his own best development. This ideal demands that the pupil explore his own capacities and aptitudes, and make a survey of the world’s work, to the end that he may select his vocation wisely. Hence, an effective program of vocational guidance in the secondary school is essential.

Vocational education should aim to develop an appreciation of the significance of the vocation to the community. and a clear conception of right relations between the members of the chosen vocation, between different vocational groups, between employer and employee, and between producer and consumer. These aspects of vocational education, heretofore neglected, demand emphatic attention.

The extent to which the secondary school should offer training for a specific vocation depends upon the vocation, the facilities that the school can acquire, and the opportunity that the pupil may have to obtain such training later. To obtain satisfactory results those proficient in that vocation should be employed as instructors and the actual conditions of the vocation should be utilized either within the high school or in cooperation with the home, farm, shop, or office. Much of the pupil’s time will be required to produce such efficiency.

5. Civic education

Civic education should develop in the individual those qualities whereby he will act well his part as a member of neighborhood, town or city, State, and Nation, and give him a basis for understanding international problems. For such citizenship the following are essential: A many-sided interest in the welfare of the communities to which one belongs; loyalty to ideals of civic righteousness; practical knowledge of social agencies and institutions; good judgment as to means and methods that will promote one social end without defeating others; and as putting all these into effect, habits of cordial cooperation in social undertakings.

The school should develop the concept that the civic duties of men and women, while in part identical, are also in part supplementary. Differentiation in civic activities is to be encouraged, but not to the extent of loss of interest in the common problems with which all should cope.

Among the means for developing attitudes and habits important in a democracy are the assignment of projects and problems to groups of pupils for cooperative solution and the socialized recitation whereby the class as a whole develops a sense of collective responsibility. Both of these devices give training in collective thinking. Moreover, the democratic organization and administration of the school itself as well as the cooperative relations of pupil and teacher, pupil and pupil, and teacher and teacher, are indispensable. While all subjects should contribute to good citizenship, the social studies—geography, history, civics, and economics—should have this as their dominant aim. Too frequently, however, does mere information, conventional in value and remote in its bearing, make up the content of the social studies. History should so treat the growth of institutions that their present value may be appreciated. Geography should show the interdependence of men while it shows their common dependence on nature. Civics should concern itself less with constitutional questions and remote governmental functions, and should direct attention to social agencies close at hand and to the informal activities of daily life that regard and seek the common good. Such agencies as child-welfare organizations and consumers’ leagues afford specific opportunities for the expression of civic qualities by the older pupils.

The work in English should kindle social ideals and give insight into social conditions and into personal character as related to these conditions. Hence the emphasis by the committee on English on the importance of a knowledge of social activities, social movements, and social needs on the part of the teacher of English. The comprehension of the ideals of American democracy and loyalty to them should be a prominent aim of civic education. The pupil should feel that he will be responsible, in cooperation with others, for keeping the Nation true to the best inherited conceptions of democracy, and he should also realize that democracy itself is an ideal to be wrought out by his own and succeeding generations.

Civic education should consider other nations also. As a people we should try to understand their aspirations and ideals that we may deal more sympathetically and intelligently with the immigrant coming to our shores, and have a basis for a wiser and more sympathetic approach to international problems. Our pupils should learn that each nation, at least potentially, has something of worth to contribute to civilization and that humanity would be incomplete without that contribution. This means a study of specific nations, their achievements and possibilities, not ignoring their limitations. Such a study of dissimilar contributions in the light of the ideal of human brotherhood should help to establish a genuine internationalism, free from sentimentality, founded on fact, and actually operative in the affairs of nations.

6. Worthy use of leisure.

Education should equip the individual to secure from his leisure the recreation of body, mind, and spirit, and the enrichment and enlargement of his personality. This objective calls for the ability to utilize the common means of enjoyment, such as music, art, literature, drama, and social intercourse, together with the fostering in each individual of one or more special vocational interests.

Heretofore the high school has given little conscious attention to this objective. It has so exclusively sought intellectual discipline that it has seldom treated literature, art, and music so as to evoke right emotional response and produce positive enjoyment. Its presentation of science should aim, in part, to arouse a genuine appreciation of nature.

The school has failed also to organize and direct the social activities of young people as it should. One of the surest ways in which to prepare pupils worthily to utilize leisure in adult life is by guiding and directing their use of leisure in youth. The school should, therefore, see that adequate recreation is provided both within the school and by other proper agencies in the community. The school, however, has a unique opportunity in this field because it includes in its membership representatives from all classes of society and consequently is able through social relationships to establish bonds of friendship and common understanding that can not be furnished by other agencies. Moreover, the school can so organize recreational activities that they will contribute simultaneously to other ends of education, as in the case of the school pageant or festival.

7. Ethical character.

In a democratic society ethical character becomes paramount among the objectives of the secondary school. Among the means for developing ethical character may be mentioned the wise selection of content and methods of instruction in all subjects of study, the social contacts of pupils with one another and with their teachers, the opportunities afforded by the organization and administration of the school for the development on the part of pupils of the sense of personal responsibility and initiative and, above all, the spirit of service and the principles of true democracy which should permeate the entire school—principal, teachers, and pupils.

Specific consideration is given to the moral values to be obtained from the organization of the school and the subjects of study in the report of this commission entitled “Moral Values in Secondary Education.” That report considers also the conditions under which it may be advisable to supplement the other activities of the school by offering a distinct course in moral instruction.

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The commission clarified that the identification of these objectives should not imply that the process of education can be divided into separated fields, because the objectives are interrelated and the learner is indivisible.

In order to translate these principles into the realities of secondary schools, the rest of the report offers a great deal of suggestions and recommendations covering various aspects of secondary education, including organizational and administrative matters, curriculum matters, theories of teaching and learning, and the role of education in strengthening democracy.

Source:

DEPARTMENT OF THE INTERIOR. BUREAU OF EDUCATION. BULLETIN, 1918, No. 35. CARDINAL PRINCIPLES OF SECONDARY EDUCATION. A REPORT OF THE COMMISSION ON THE REORGANIZATION OF SECONDARY EDUCATION, APPOINTED BY THE NATIONAL EDUCATION ASSOCIATION. UNITED STATES, GOVERNMENT PRINTING OFFICE WASHINGTON, 1928. Accessed online at http://tmh.floonet.net/articles/cardprin.html (October 10, 2005).

Prepared by Daniel Schugurensky, 2005

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