The times. [volume] (Washington [D.C.]) 1897-1901, 1900-09-12

which begins next Monday the Board of
Education held their final meeting yester-
day at noon at the Franklin school build
opening of the schools were acteG upon.
Several changes have been made in the
course of study and these were outlined by
Superintendent A. T. Stuart in a report to
the board as follows:
"On March 90. 1900, the Senate Commit
tee ON the District of Columbia reported
the result OF an enquiry ordered under
Senate resolution 40, as to what course
of study is prescribed for the public
schools of the District, and whether
thorough instruction in spelling, reading,
writing, grammar, arithmetic. and geog
raphy supersedes teachings of the higher
branches of learning. The enquiry re-
vealed, to quote the language of the re-
port, a vast preponderancc of evidence
tending to show a want of necessary drill
in spelling. penmanship. arithmetic, gram
mar. and geography. This want OF drill
seems to arise from the large number of
matters called nature or science studies
taught in the lower grades.
Another important conclusion red ched
by the report was that the disuse es text
books had interfered with the success in
primary training in the schools. The
committee with the avowed purpose of
correcting these and other apparent de-
fects in the school system, proposed the
appointment of a new Board of Educa-
tion, with well-defined powers, which can
investigate and regulate every subject
connected with the management of the
public schools, improve their methods,
and make them efficient and embodied
this recommendation in an amendment to
the District of Columbia appropriation
act, then pending.
THE appropriation act became a law
June 6. 1900, and under its operations this
board was appointed by the Commission
ers.
Il submit at this time some SUCCESS
tions which point the way to a more
thorough drill in the fundamental
branches OF the elementary schools.
What l present is not. and should not
be thought of as 4 comprehensive or fin
ished course of instruction; neither does
It furnish directions to teachers nor dis
cuss principles. 1t aims in the briefest
outlines to define the work that can rea-
sonably be required of the pupil in each
grade. and materially reduces the amount
of time now given to nature work, draw
ing music, and the special studies gener-
ally. 1t is not intended to disparage the
latter, but oIfy to subordinate them.
They are not and ought not to be denied
a place in the curriculum. Neither are
they to be simply tolerated as having no
part nor lot in practical life. They are
rather to be taken at their true value as
compiementing. illumina ing, embellis u
ing every other other subject of study.
But they must not lord it over their hum
bier brethrer-especially must they re-
spect the rights of that staid and time
honored trio the three RS.
Mature study, or the Observable, If the
familiar facts of the world about u in an
orderly, scientific way, and with defn--
lite purpose. has an acknowledged value
in the earliest elementary teaching, in
that it gives keen edge to the childs
power to see and supplies him with Il
store of knowledge at first hand. 1t has
also another, but secondary value fur
nishing materials for reading and Ian
guage work in great volume and variety.
But il should not exclude other essential
things nor be allowed to usurp an undue
share of the already limited time of tee
primary school. The large place it occu-
pies in the school of today is accounted
for not only by its essential usefulness
and easy coordination with other stu
dies but also by the attractiveness with
which 1t is presented to the child. Its
tendency now Is TO become too detailed
and technical, especially technical in the
too early use of a scientific nomencla-
ture. II is desirable, in view OF these
facts. to clear the way for a more thor
Ougn and precise teaching of spelling,
reading, writing. arithmetic, geography.
history. and the study Of English -compo-
sition, including letter writing and ordi-
nary business forms. The outline which
| submit has this end in view.
In celebrating a fuller course of in
strlction in the future | propose to avail
myself of the best practical experience of
other cities whose conditions resemble
most nearly those OF our own. making par
ticular enquiry into the relations OF what
are known as the special studies 20 the
common English branches. | believe that
a course of study designed TO be a final
plan for the guidance OF the teachers of
all grades should be OF slow growth and
be built up in its working details upon the
actual schoOlrOom ex. erience of the best
teachers; for while any thoughtful person |
can compass fair knowledge of the whole !
field of educational theory, the skilled |
teacher alone knows how to apply it to
the development and permanent advantage I
OF the child. Once in fair working shape, |
such course should not be subject to |
sudden or frequent changes.
Inc vital question to be asked by the !
governing educational body anywhere is,
not what is the ideal course OF study |
ideal in its unity, suggostiveness, breadth, !
and clear purpose-but rather what is the |
best for this community, in this day and |
l invite your wise co-opera- |
tion in a careful search for the answer | |
am confident it will be found that that Sc
lection and balance of studies is best which |
best hts local needs and conditions.
Il make the following recommendations. !
some Of which are covered in the outline /
submitted;
Il That arithmetic be taught through
out the entire year in the eighth grade
and that no algebra be taught below that
grade.
20 That in all grades less time and at,
tention be given 10 physical geography and !
more to the human side of geography
commercial, political. and place geography.
with the geography of current events spe-
cially taught.
That Our Continent be omitted. as too
difficult for seventh grade pupils 1t may
be used only as a reference book
q That geology be dropped from tine
eighth grade
II. That English grammar be taught |
from text books in the sixth. seventh and
eighth grades with less attention to formal
sentence analysis and more to correct
grammatical expression.
.. That English composition be hereaf-
ter taught With the aid of text books In
the fourth and fifth grades introducing
tho study of formal grammar In the LAT
ter part of the NTH year. Letter writing
to BE- taught In beth grades
80 That the spelling book heretofore
found in the fifth. sixth. and seventh
predes he ulafeH al for ,,sa g., thu