1^2 



Indiana University Studies 



11.7 per cent. It is thought that this increase was not due pri- 

 marily to any increased inefficiency on the part of the schools, 

 but rather to the increased number of foreigners coming to the 

 State from the southwestern European countries. Attention has 

 previously been called to the facts showing the shift in the tide 

 of immigration to Indiana from Northwestern to Southwestern 

 Europe. 



Concerning the residence of foreign born whites in Indiana, 

 the facts show that they are living in cities in the proportion of 

 about three of every four, and also that a considerable number of 

 these foreign born are living in the cities and towns of the north- 

 western section of the State. 



To safeguard the stability of the State and make possible a 

 high type of citizenship among the foreign born, schools and 

 employers of labor must cooperate in eliminating illiteracy and 

 ignorance. To this end, eveiy possible facility should be pro- 

 vided; night schools, factory classes and schools, and part-time 

 classes. The State cannot afford to pay the price incident to 

 general ignorance of the English language and a knowledge of the 

 economic and social and personal ideals of our country. 



PART II. RELATIVE TO INDUSTRIAL ARTS FOR ELEMENTARY 



SCHOOLS 



§1. Elementary Period and Fundamentals Conceining Course of Study 



In keeping with what is considered as the best educational 

 theory and practice of the day, the elementary period is here con- 

 sidered as comprising grades one to six, inclusive. The follow- 

 ing factors are considered as basically fundamental for courses 

 of study for this period : First, the principal content of elementar}^ 

 courses should be the same the country over, regardless of place, 

 either State, city, or town. There must be uniformity in the 

 fundamental content, but variety in methods of approach, emphasis 

 of various units in the course and in time devoted to sections of 

 the course. This unity is essential to insure the retention of 

 common ideals, purposes, etc., and the variety within the bounds 

 suggested, in making provision for teaching children of various 

 nationalities, various degrees of natural capacity, etc. Second, in 

 the main, this elementary course should center about those facts, 

 which should be taught to all children regardless of sex, future 

 vocation; facts usually conceded to be essential to all people in 

 all iields of productive activity. Third, as a unit of subject- 



