This college, and the model school attached to it, will follow the theo-ries and rules of modern education — and such an initiative on the part of the Ministry of Education stirs hope in the souls of those who work in this field.

Then, if we cast a glance at the daily program in our elementary schools, we see that it is a purely theoretical program, and that it does not suit the psychology and temperament of children.

John Dewey, the great American educator, says: "Education is life." And how far our schools are from this truth!

I spent fourteen weeks in an ele-mentary school during my studies in the United States, and I saw the school as a small community in which the children live. The hen with her chicks dwells in the first grade, and the mother rabbit with her young lives in the kindergarten playground. The visits to the police stations, the fire brigade, the nearby farms and the neighboring shops never cease — to say nothing of the ways and methods used in giving the various lessons. Blessed be a school that gives children what they need and nourishes their inclinations and polishes them!

As for cooperation between home and school, it is a matter taken for granted in the American schools. But it is a matter not yet heard of in our schools here.

The teacher or the administration never sees the face of the father or the mother at the school unless the child has broken the rules or fallen behind in his lessons. But if we wish to build the child's complete personality, we cannot separate the school from the home; the cooperation between them is a fundamental factor in the child's upbringing.

I was invited to attend several meetings of the parents' and teachers' association in the United States; the like of this association exists in every school there, and in it the parents study their children's problems together with the teachers, and become acquainted with the researches of modern education.

Let us leave the elementary school

a moment and see what we have done outside the school. Have we playgrounds set apart for children? Are there libraries of their own? Any gardens for them? Or any entertainment we think of holding for their amusement?

All of this is nonexistent among us, while it is an ordinary thing in countries where children have been given their rights. In every American city and village there is a public library with a special wing in it for the little ones. I shall not forget my visit to one of these libraries, where I saw a large number of children listening to a story read to them by a specially trained young woman; and when they had finished hearing the story, they set about picking out books to take home with them to read, just as in the grown-ups' libraries. There are also playgrounds and gardens set apart for children,

which they frequent in their free hours for play and amusement, and these too are supervised by specialists. Among the things that aroused my interest was the existence of special theaters for children, where stage plays suited to their ages are presented to them, and where moving-picture films made specially for them are shown, widening their horizon and developing their knowledge.

It is a shame to leave our children in the street. We must not forget that these children have a world all their own, and we must work to make them happy in this world of theirs.

These are a few passing thoughts on what I saw during my studies in America; perhaps they will throw some light on the great difference between our way of raising children and theirs — and hence between our children and their children.

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