Relations of Secondary Schools and Colleges. G. W. A. Luckey, Head Professor of Education, University of Nebraska, said: "We have reached a stage in development wherein we are beginning to realize that something is wrong with the machinery. It does not ring true. The gearing needs adjustment. There is danger of explosion and loss of life. The wastes are already known to be enormous. Our topic covers but a small part of a larger and deeper subject. Unless we are able to see in perspective we can not hope to give the true solution to any phase of this greater subject. When we come to the solution of these problems we do not differ so much as our words seem to indicate. * * * When we really see the deeper truth that is within us we are not far apart, however crudely we express it. Whatever our concept of education, I believe we agree that all true education is individualistic-a growth or development from within out. Το awaken the individual consciousness and to teach individuals to see and to live aright is the chief purpose of education. This thought must lie at the bottom of all true instruction. In the education of the people there are two things we can trust in the physical world the laws of nature, in the spiritual world the common sense of the people-social consciousness. We can never get far away in our character-building from public opinion. Neither can the high school be come far removed from the interests of the community and live. Individuals are born with the possibilities of life but are in no true sense living. They must be awakened. and made to see the great possibilities that lie within their grasp―opportunities that are meant for them alone. We can only truly determine what is the best education for the individual in the high school when we know the individual, and further know what has gone before and what is to follow. We must not forget that the school is established for the child and not the child for the school. * * This will necessitate a complete reorganization of our present system. But I think the time is ripe for it. * We are links of one mighty chain-what injures one, indirectly affects all. * * No one under the present system can live within himself. Ignorance and low motive is dangerous to all, whether found in the train dispatcher, the engineer, the bank teller, the preacher or the teacher. If to educate means to put the individual into touch with his environment, certainly the studies that were best fitted to put one in touch with the mediaeval environment and its aristocracy can not be the studies best fitted to put one into touch with the twentieth century environment and its democracy. Because the period is so vital, our high schools should enroll all the children of the community of high school age instead of only one-twentieth of The teachers I these instit toons Evald be free to work out their an salati according to local needs and the immediate interests of the child I beltere when we understand one another this is virtually what we all want The bright child, in god health. ought to do this elementary work in six years, the average child in seven. the slow child in eight. This would bring the average child to the high school at thirteen. With a standard high school course of four years, the average individual would be ready for cllege at seventeen. If the bright boy and girl are able to finish the high school o urse in three years, which I The student should show the completion of at least fifteen units of credit from an approved secondary school. three of which must and four of which may be in English. 2. At least two units should be required in a language other than English, and ⠀ but two units are offered they should be in the same language. 3. He should be required to offer at least one unit from each of the folTowing groups: Mathematics, history and social science, physical and bioIngical sciences. This is for the sake f variety and balance. 4. He should be required to offer at least three units in s me one of the above groups other than English. This think is feasible, then it would be pos is to give ontinuity of thought. sible for the extra bright child to be prepared for college at fifteen, the bright child at sixteen. the average child at seventeen, and the show child at eighteen or nineteen. What shall constitute the entrance requirement of the college? 5. The remaining five, or possibly six, units should be accepted from work credited in any approved high school toward its diploma. 6. No credit for less than one-half unit should be accepted towards college entrance.” High School Preparation of Candidates for Normal School Training. DAVID FELMLEY. Normal, IL. Most normal schools in the United States now require f ur years of high school work as preparation for the standard two-year normal school program. Since this program consists chieflyf studies in psychology, principles and methods of teaching, school organization and management, of practice teaching, and of a re-examination of the elementary and secondary curriculum with an eye to the problems of teaching, the normal school must lock to the high school to equip the future teacher with general knowledge and skill in the school arts. This preparation should consist chiedy of a living knowledge of the sciences as related to the natural and industrial environment of the school, geography, economics, civics and history, a broad acquaintance with literature and a familiar knowledge of so much of it as enters into the curriculum cf cur best schools. The teacher should read and write well, to draw and sing, and have some working knowledge of the arts and crafts needed in the school room. Especially must the future teacher know good English, and use good English-free from the slang of the high school and the local provincialismsbut better the English that is clear, coherent, forcible because clear thinking is the habit of the user. time is practically wasted in the study of foreign languages which yield little positive knowledge or skill. The obsolete doctrine of formal discipline and the force of tradition four centuries old holds them in their place. Another weakness of the high school is the imitation of college and university methods by untrained high school Few high school graduates now measure up to this requirement. Much teachers. Normal Training of College Students. DAVID STARR JORDAN, President Stanford University. President Jordan spoke without MS. or notes. The following is a brief summary of what he said: "We have troubled ourselves a great deal because college students did not want what the college offers. Under the old curriculum some students found just what they wanted to receive, a high degree of culture through the study of the classics. When the great great discoveries in science were made and the wonderful developments of this new field were organized into matter for study, the college curriculum was made into a sort of patchwork, and put into it samples of all knowledge, and assumed that the educated man was one who knew a little of everything. It was soon discovered that this plan had little value, because nothing could be done thoroughly. The old classical curriculum was much better because it had continuity. The next change in the curriculum. was the introduction of the elective system. By this system it was the object to offer every student something that he desired, which operation had the effect of greatly increasing college attendance. In the enlarged college new problems developed. Because of the new problems some colleges threatened to go back to the old fixed curriculum. It is found that in large institutions. about one-third of the students study because they like it; one-third study because they see some vocational end; one-third are in attendance because of the various affairs connected with the college, such as the social life, fraternities and athletics. With this last third little can be done. The college student should study some one thing long enough and deep enough to master it. This special study subject should become the backbone of his intellectual equipment. He should have at all times in his college work competent and expert advice. No. one is better able to give this advice than the professor in charge of the subject which is the student's specialty. The moral problems of the college. center around the third who do not come for any real purpose. Many of the faculty members do not care enough for the individual student. They assume that the college student is old enough to know his own busi ness and that he should be allowed a free range. This attitude is not right. The faculty must not bow to the morals of the student body nor the morals of any individual student. If individ ual help and advice fails to induce the student to right action, he should be sent away from the institution and not allowed to menace the welfare of the other students." Discussion of Report on Moral Education. T. A. Mott, Richmond, Ind., said: "This report is rich in truth and suggestions for all earnestly studying the subject. I hardly agree with the statements of fundamental principles, but in the main its suggestions are based on the highest philosophy of education. The essential element of true education for real efficiency is moral character. The principal categories of moral education are, the ideas of duty, virtue and conscience. Nothing in the realm of true education is of more absolute value than the development of the moral will. As Rosencranz says, 'Will guided by the principle of right is seen by the inner self.' I wish to emphasize the potency of the true school in developing in the pupil the real moral will, the habits of basing his actions on the ideas of right and duty, rather than those of expediency and desire. Character is not something apart from knowledge and skill, but is knowledge and skill guided by the moral will, directed by conscience. In the ideal school the highest virtues are those which are necessary for the moral citizen. In the true school every rule of management, every regulation, every method of procedure are such as to lead the pupil to right action, and to give him the habit of directing his own will along the lines of duty and truth. In the teaching of the three R's, in the study of the humanities, as well as the sciences, in the work of the gymnasium, laboratory, shop and playground, there are the greatest opportunities for moral development. The school virtues, industry, honesty, obedience, thoroughness, truth, silence, order, fairness, punctuality, self-reliance, courtesy, self-control, courage and the spirit of service to others, the love of the beautiful, the true and the good, are the fruits of good management and true method. These are the virtues of good character and ideal citizenship. If the school is immoral in its tendencies, or the method of the school as a whole does not develop in the child the moral will, its method and spirit is wrong. The method in school, the method. in teaching each branch of study, should call out in the child motives of unselfishness and inspire in him highest effort based on a love of truth and the accomplishment of duty. The true method never seeks to have the pupil base his effort on motives of pride and rivalry or the securing of high percents. True methods will insure better teaching of the subjects themselves and also develop in the pupils habits of moral action. Success is not the highest moral end. Truth and duty should always stand first. The beauty of the school grounds and buildings, the cleanliness and purity of surroundings and buildings themselves, the decoration of rooms and halls with examples or copies of the world's best art, will lead pupils to a high appreciation of and a love for the beautiful. The love of the beautiful and pure, next to the love of God, is the greatest self-guard in life from habits of sin and grossness. The school whose aesthetic environment is the highest, will, all other things being equal, stand as a mighty force in the life of the children for high moral standards. The school environment marked by harmony in color and form, and the presence in the school of a few real works of art, tends always to a moral uplift, and takes no time from the graded program of the so-called necessary studies. In the true school the most vital force for moral training will be the presence of a moral spirit and high ideals, accompanied by right methods and an enriched course of study." Home Economics. Committee Recommendations. First-In the judgment of the committee the term "Home Economics" should be used to designate the subject as a whole wherever it is taught, and should be qualified only by the terms, elementary, secondary and higher, as commonly applied to courses of instruction in different grades. Second-Home economics is a distinctive subject of instruction, and includes the economics, sanitary and aesthetic aspects of food, clothing and shelter as connected with their selection, preparation and use by the family in the home or by other groups of people. Third-Instruction in this subject should be based on the laws of the physical, biological and sociological sciences. The presentation should be graded according to the maturity, attainment and purposes of the students. Fourth (a). Elementary schoolsIn the elementary schools the central thought should be the acquiring of skill. (b) Secondary schools-In the secondary schools, while the work should lead to greater skill, it should also develop "the reason why" and cultivate the scientific method of thought by means of experiment. To this end it should be correlated carefully with the work in other subjects so as to economize the time of teachers and students. (c) Higher Institutions-In the higher institutions, while skill and ap plied science and art are fundamental in the instruction, there should be the broader scientific, economic and sociologic view and wherever practicable the development of research. Prof. Rayno's Old Reliable School for the Stage Established 1875 Ladies or Gentlemen wishing to study and learn a first-class paying profession, can secure good engagements at once. All kinds of stage dancing specialties taught and completed for the stage. Satisfaction guaranteed or money refunded. Call or address, Prof. Rayno, 224 W. Ohio St., Indianapolis, Ind. |