the school was started the first week in january, three years ago. i shall try this afternoon to give a brief statement of the ideas and problems that were in mind when the experiment was started, and a sketch of the development of the work since that time. we began in a small house in fifty-seventh street, with fifteen children. we found ourselves the next year with twenty-five children in kimbark avenue, and then moved in january to rosalie court, the larger quarters enabling us to take forty children. the next year the numbers increased to sixty, the school remaining at rosalie court. this year we have had ninety-five on the roll at one time, and are located at 5412 ellis avenue, where we hope to stay till we have a building and grounds of our own.

1. stenographic report of a talk by john dewey at a meeting of the parents’ association of the university elementary school, february, 1899; somewhat revised.

the children during the first year of the school were between the ages of six and nine. now 114their ages range between four and thirteen—the members of the oldest group being in their thirteenth year. this is the first year that we have children under six, and this has been made possible through the liberality of friends in honolulu, h. i., who are building up there a memorial kindergarten along the same lines.

the expenses of the school during the first year, of two terms only, were between $1,300 and $1,400. the expenses this year will be about $12,000. of this amount $5,500 will come from tuitions; $5,000 has been given by friends interested in the school, and there remains about $1,500 yet to be raised for the conduct of the school. this is an indication of the increase of expenses. the average expense per pupil is about the same since the start, i. e., $120 per child per school year. relatively speaking, this year the expenses of the school took something of a jump, through the expense of moving to a new building, and the repairs and changes there necessary. an increase in the staff of teachers has also enlarged the work as well as the debits of the school. next year (1899–1900) we hope to have about 120 children, and apparently the expenses will be about $2,500 more than this. of this amount $2,000 will be met by the increase in tuition from the pupils. the cost of a child to the school, $120 a year, is precisely the tuition 115charged by the university for students and is double the average tuition charged by the school. but it is not expected that the university tuition will come anywhere near meeting the expense involved there. one reason for not increasing the tuition here, even if it were advisable for other reasons, is that it is well to emphasize, from an educational point of view, that elementary as well as advanced education requires endowment. there is every reason why money should be spent freely for the organization and maintenance of foundation work in education as well as for the later stages.

the elementary school has had from the outset two sides: one, the obvious one of instruction of the children who have been intrusted to it; the other, relationship to the university, since the school is under the charge, and forms a part of the pedagogical work of the university.

when the school was started, there were certain ideas in mind—perhaps it would be better to say questions and problems; certain points which it seemed worth while to test. if you will permit one personal word, i should like to say that it is sometimes thought that the school started out with a number of ready-made principles and ideas which were to be put into practice at once. it has been popularly assumed that i am the author of these ready-made ideas and 116principles which were to go into execution. i take this opportunity to say that the educational conduct of the school, as well as its administration, the selection of subject-matter, and the working out of the course of study, as well as actual instruction of children, have been almost entirely in the hands of the teachers of the school; and that there has been a gradual development of the educational principles and methods involved, not a fixed equipment. the teachers started with question marks, rather than with fixed rules, and if any answers have been reached, it is the teachers in the school who have supplied them. we started upon the whole with four such questions, or problems:

1. what can be done, and how can it be done, to bring the school into closer relation with the home and neighborhood life—instead of having the school a place where the child comes solely to learn certain lessons? what can be done to break down the barriers which have unfortunately come to separate the school life from the rest of the everyday life of the child? this does not mean, as it is sometimes, perhaps, interpreted to mean, that the child should simply take up in the school things already experienced at home and study them, but that, so far as possible, the child shall have the same attitude and point of view in the school as in the home; that he shall 117find the same interest in going to school, and in there doing things worth doing for their own sake, that he finds in the plays and occupations which busy him in his home and neighborhood life. it means, again, that the motives which keep the child at work and growing at home shall be used in the school, so that he shall not have to acquire another set of principles of actions belonging only to the school—separate from those of the home. it is a question of the unity of the child’s experience, of its actuating motives and aims, not of amusing or even interesting the child.

2. what can be done in the way of introducing subject-matter in history and science and art, that shall have a positive value and real significance in the child’s own life; that shall represent, even to the youngest children, something worthy of attainment in skill or knowledge; as much so to the little pupil as are the studies of the high-school or college student to him? you know what the traditional curriculum of the first few years is, even though many modifications have been made. some statistics have been collected showing that 75 or 80 per cent. of the first three years of a child in school are spent upon the form—not the substance—of learning, the mastering of the symbols of reading, writing, and arithmetic. there is not much positive nutriment in this. its purpose is important—is 118necessary—but it does not represent the same kind of increase in a child’s intellectual and moral experience that is represented by positive truth of history and nature, or by added insight into reality and beauty. one thing, then, we wanted to find out is how much can be given a child that is really worth his while to get, in knowledge of the world about him, of the forces in the world, of historical and social growth, and in capacity to express himself in a variety of artistic forms. from the strictly educational side this has been the chief problem of the school. it is along this line that we hope to make our chief contribution to education in general; we hope, that is, to work out and publish a positive body of subject-matter which may be generally available.

3. how can instruction in these formal, symbolic branches—the mastering of the ability to read, write, and use figures intelligently—be carried on with everyday experience and occupation as their background and in definite relations to other studies of more inherent content, and be carried on in such a way that the child shall feel their necessity through their connection with subjects which appeal to him on their own account? if this can be accomplished, he will have a vital motive for getting the technical capacity. it is not meant, as has been sometimes jocosely stated, that the child learn to bake and 119sew at school, and to read, write, and figure at home. it is intended that these formal subjects shall not be presented in such large doses at first as to be the exclusive objects of attention, and that the child shall be led by that which he is doing to feel the need for acquiring skill in the use of symbols and the immediate power they give. in any school, if the child realizes the motive for the use and application of number and language he has taken the longest step toward securing the power; and he can realize the motive only as he has some particular—not some general and remote—use for the symbols.

4. individual attention. this is secured by small groupings—eight or ten in a class—and a large number of teachers supervising systematically the intellectual needs and attainments and physical well-being and growth of the child. to secure this we have now 135 hours of instructors’ time per week, that is, the time of nine teachers for three hours per day, or one teacher per group. it requires but a few words to make this statement about attention to individual powers and needs, and yet the whole of the school’s aims and methods, moral, physical, intellectual, are bound up in it.

i think these four points present a fair statement of what we have set out to discover. the school is often called an experimental school, and 120in one sense that is the proper name. i do not like to use it too much, for fear parents will think we are experimenting upon the children, and that they naturally object to. but it is an experimental school—at least i hope so—with reference to education and educational problems. we have attempted to find out by trying, by doing—not alone by discussion and theorizing—whether these problems may be worked out, and how they may be worked out.

next a few words about the means that have been used in the school in order to test these four questions, and to supply their answers, and first as to the place given to hand-work of different kinds in the school. there are three main lines regularly pursued: (a) the shop-work with wood and tools, (b) cooking work, and (c) work with textiles—sewing and weaving. of course, there is other hand-work in connection with science, as science is largely of an experimental nature. it is a fact that may not have come to your attention that a large part of the best and most advanced scientific work involves a great deal of manual skill, the training of the hand and eye. it is impossible for one to be a first-class worker in science without this training in manipulation, and in handling apparatus and materials. in connection with the history work, especially with the younger children, 121hand-work is brought in in the way of making implements, weapons, tools, etc. of course, the art work is another side—drawing, painting, and modeling. logically, perhaps, the gymnasium work does not come in here, but as a means of developing moral and intellectual control through the medium of the body it certainly does. the children have one-half hour per day of this form of physical exercise. along this line we have found that hand-work, in large variety and amount, is the most easy and natural method of keeping up the same attitude of the child in and out of the school. the child gets the largest part of his acquisitions through his bodily activities, until he learns to work systematically with the intellect. that is the purpose of this work in the school, to direct these activities, to systematize and organize them, so that they shall not be as haphazard and as wandering as they are outside of school. the problem of making these forms of practical activity work continuously and definitely together, leading from one factor of skill to another, from one intellectual difficulty to another, has been one of the most difficult, and at the same time one in which we have been most successful. the various kinds of work, carpentry, cooking, sewing, and weaving, are selected as involving different kinds of skill, and demanding different types of intellectual attitude 122on the part of the child, and because they represent some of the most important activities of the everyday outside world: the question of living under shelter, of daily food and clothing, of the home, of personal movement and exchange of goods. he gets also the training of sense organs, of touch, of sight, and the ability to co?rdinate eye and hand. he gets healthy exercise; for the child demands a much larger amount of physical activity than the formal program of the ordinary school permits. there is also a continual appeal to memory, to judgment, in adapting ends to means, a training in habits of order, industry, and neatness in the care of the tools and utensils, and in doing things in a systematic, instead of a haphazard, way. then, again, these practical occupations make a background, especially in the earlier groups, for the later studies. the children get a good deal of chemistry in connection with cooking, of number work and geometrical principles in carpentry, and a good deal of geography in connection with their theoretical work in weaving and sewing. history also comes in with the origin and growth of various inventions, and their effects upon social life and political organization.

perhaps more attention, upon the whole, has been given to our second point, that of positive subject-matter, than to any one other thing. on 123the history side the curriculum is now fairly well worked out. the younger children begin with the home and occupations of the home. in the sixth year the intention is that the children should study occupations outside the home, the larger social industries—farming, mining, lumber, etc.—that they may see the complex and various social industries on which life depends, while incidentally they investigate the use of the various materials—woods, metals, and the processes applied—thus getting a beginning of scientific study. the next year is given to the historical development of industry and invention—starting with man as a savage and carrying him through the typical phases of his progress upward, until the iron age is reached and man begins to enter upon a civilized career. the object of the study of primitive life is not to keep the child interested in lower and relatively savage stages, but to show him the steps of progress and development, especially along the line of invention, by which man was led into civilization. there is a certain nearness, after all, in the child to primitive forms of life. they are much more simple than existing institutions. by throwing the emphasis upon the progress of man, and upon the way advance has been made, we hope to avoid the objections that hold against paying too much attention to 124the crudities and distracting excitements of savage life.

the next two or three years, i. e., the fourth and fifth grades, and perhaps the sixth, will be devoted to american history. it is then that history, properly speaking, begins, as the study of primitive life can hardly be so called.

then comes greek history and roman, in the regular chronological order, each year having its own work planned with reference to what has come before and after.

the science work was more difficult to arrange and systematize, because there was so little to follow—so little that has been already done in an organized way. we are now at work upon a program,[2] and i shall not speak in detail about it. the first two or three years cultivate the children’s powers of observation, lead them to sympathetic interest in the habits of plants and animals, and to look at things with reference to their uses. then the center of the work becomes geographical—the study of the earth, as the most central thing. from this almost all the work grows out, and to it the work goes back. another standpoint in the science work is that of the application of natural forces to the service of man through machines. last year a good deal of work 125was done in electricity (and will be repeated this year), based on the telegraph and telephone—taking up the things that can easily be grasped.

2. this year’s program is published in the elementary school record. address the university of chicago press for particulars.

in mechanics they have studied locks and clocks with reference to the adaptation of the various parts of the machinery. all this work makes a most excellent basis for more formal physics later on. cooking gives opportunity for getting a great many ideas of heat and water, and of their effects. the scientific work taken up in the school differs mainly from that of other schools in having the experimental part—physics and chemistry—emphasized, and is not confined simply to nature study—the study of plants and animals. not that the latter is less valuable, but that we find it possible to introduce the physical aspects from the first.

if i do not spend a large amount of time in speaking of the music and art work, it is not because they are not considered valuable and important—certainly as much so as any other work done in the school, not only in the development of the child’s moral and ?sthetic nature, but also from a strictly intellectual point of view. i know of no work in the school that better develops the power of attention, the habit of observation and of consecutiveness, of seeing parts in relation to a whole.

126i shall now say a few words about the administrative side of the school. at the outset we mixed up the children of different ages and attainments as much as possible, believing there were mental advantages in the give-and-take thus secured, as well as the moral advantages in having the older assume certain responsibilities in the care of the younger. as the school grew, it became necessary to abandon the method, and to group the children with reference to their common capacities. these groupings, however, are based, not on ability to read and write, but upon similarity of mental attitude and interest, and upon general intellectual capacity and mental alertness. there are ways in which we are still trying to carry out the idea of mixing up the children, that we may not build the rigid stepladder system of the “graded” school. one step in this direction is having the children move about and come in contact with different teachers. while there are difficulties and evils connected with this, i think one of the most useful things in the school is that children come into intimate relation with a number of different personalities. the children also meet in general assemblies—for singing, and for the report of the whole school work as read by members of the different groups. the older children are also given a half hour a week in which to join some of the 127younger groups, and, if possible, as in hand-work, enter into the work of the younger children. in various ways we are attempting to keep a family spirit throughout the school, and not the feeling of isolated classes and grades.

the organization of the teaching force has gradually become departmental, as the needs of the work have indicated its chief branches. so we now have recognized divisions of science, history, domestic or household arts, manual training in the limited sense (wood and metals), music, art (that is, drawing, water colors, clay modeling, etc.), and gymnasium. as the work goes on into the secondary period, the languages and mathematics will also of necessity assume a more differentiated and distinct position. as it is sometimes said that correlated or thoroughly harmonized work cannot be secured upon this basis, i am happy to say that our experience shows positively that there are no intrinsic difficulties. through common devotion to the best development of the child, through common loyalty to the main aims and methods of the school, our teachers have demonstrated that in education, as in business, the best organization is secured through proper regard for natural divisions of labor, interest, and training. the child secures the advantage in discipline and knowledge of contact with experts in each line, while 128the individual teachers serve the common thought in diverse ways, thus multiplying and reinforcing it.

upon the moral side, that of so-called discipline and order, where the work of the university elementary school has perhaps suffered most from misunderstanding and misrepresentation, i shall say only that our ideal has been, and continues to be, that of the best form of family life, rather than that of a rigid graded school. in the latter, the large number of children under the care of a single teacher, and the very limited number of modes of activity open to the pupils, have made necessary certain fixed and somewhat external forms of “keeping order.” it would be very stupid to copy these, under the changed conditions of our school, its small groups permitting and requiring the most intimate personal acquaintance of child and teacher, and its great variety of forms of work, with their differing adaptations to the needs of different children. if we have permitted to our children more than the usual amount of freedom, it has not been in order to relax or decrease real discipline, but because under our particular conditions larger and less artificial responsibilities could thus be required of the children, and their entire development of body and spirit be more harmonious and complete. and i am confident that the parents who have intrusted their 129children to us for any length of time will agree in saying that, while the children like, or love, to come to school, yet work, and not amusement, has been the spirit and teaching of the school; and that this freedom has been granted under such conditions of intelligent and sympathetic oversight as to be a means of upbuilding and strengthening character.

at the end of three years, then, we are not afraid to say that some of our original questions have secured affirmative answers. the increase of our children from fifteen to almost one hundred, along with a practical doubling of fees, has shown that parents are ready for a form of education that makes individual growth its sole controlling aim. the presence of an organized corps of instructors demonstrates that thoroughly educated teachers are ready to bring to elementary education the same resources of training, knowledge, and skill that have long been at the command of higher education. the everyday work of the school shows that children can live in school as out of it, and yet grow daily in wisdom, kindness, and the spirit of obedience—that learning may, even with little children, lay hold upon the substance of truth that nourishes the spirit, and yet the forms of knowledge be observed and cultivated; and that growth may be genuine and thorough, and yet a delight.