Daily Kennebec journal. [microfilm reel] (Augusta, Me.) 1870-1975, 1901-12-28
DA1LY KENNEBEC JOURNAL SATURDAY. DEC EABER % 1901

.iss appned psychology. the orraniza
tton and management of schools the his
tory of educational theories and IN
didacticS OF the subjects usually studio
In the rural school.
This work will go far in preparing
student who designs to make feach;n
Il profession to enter at once mon n
successful work in high school or acad
| envy; or If he is to become "A district 81,
perintendent it will fit him admirably t
cape with problems with which he wouI,
otherwise be unacqIainted
state Superintendent Stetson mad
a splendid address on the rural schoo
of the future which was well received
During these exercises in Representa-
tives hall. Principal A. f. Richardso,
OF Castine, was the presiding officer.
The department of secondary school.
met in the school department and wa.
presided over by Principal F. w. John
sen of Watervile The first paper was
by David s. Wheeler of the Coburr
Classical Institute. on Some Problem.
| in Disciplinary Science"
The same study of supply and demand
whether in the business or in the educa-
tional world. can do much toward eff.
cheney and consequent success
We shall do we'll then. to seek and
study some of the problems involved in
the demands for secondary school
science
re6tions. namely: /. the economics or
practical demands concerned with the
industrial life we are fitting our stu
dents to enter
ciplinary demands as represented con-
cretely by the changes that are coming
in college entrance requirements and in
other signs which reveal the ideals of the
world of culture.
AS our industrial systems increase in
compicxity and the individual more and
more is forced 10 tit for specialistic lines
of work, the economic demands become
more and more diversified and more and
more difficult to supply.
Excellent sources of specialistic supply
outside the schools are competing with
us in or effort to give the informa ton
and skill needed for industrial efficiency.
IT is becoming increasingly doubtful
whether the school should continue to
consider itself the chief agent in eco
monte preparation for life. Upon what
ether agencies can supply, ii is less and
less either economy of energy, good bust
ness policy OF our duty 10 eXpend our
time and resources.
If. however it appears that there is
field of usefulness in which the school
has peculiar advantages and a demand
which We can alone well supply. upon
This field we shall find it good business
policy as well as plain duty to cOncen-
trate our efforts. 1t Is growing more and
more plain that the introduction of many
fadS and courses in Il vain attempt 10
industrial demands is destroying the
working unity of our schools and bringing
them into unsuccessful competition with
other and very excellent popular educa-
tional agencies such as the newspaper,
the magazine. the club and the library
Its becoming correspondingly clear Lat
the opportunity and the duty of the
school is 10 be found IN a frank, en-
IN
I'd with disciplinary or developmental
science.
Schools can build up the developing
mertal powers of the student as can no
other agency and can make of him the
keen observer and discriminating read
er who alone can get the full benefit OUT
of these very outside agencies with which
in mere International science-we can
only imperfectly compete.
Plainly, then, our chief concern in the
future is to be with science-not as in
forma tionar' but as developmental and
and preparatory.
The problems in this view of science
may he conveniently considered under
these heaus.
!. Problems Of Purpose. What is-and
is to be our view of what constitutes a
college preparation, or. viewed more
broadly. Il preparation for life? If science
is 10 be elevated TO Il place beside Greek
and Latin and mathematics. what has il
to offer in the strenuous discipline Of the
powers Of the mind?
Can We promise training of the senses
Of manual skill. neatneSs and care and
honesty and the power TO weigh evidence /
and form legitimate judgmentS-tO de I
eide? Can we train in induction and de-
duction and in generalization? Has |
the characteristic We attempt to devel-
Dp. after all an economic value. perhaps. |
10 make no for the abandonment of di- !
rect industrial equipment? In other
words has character money Value to (.
the future business man and can our
science help to develop this thing Of great /,
value?
> Problems Of Material. What sub !
ieCts shall We use rs the objective basis (
or training ground upon which to lever |
age all this mental progress? What are
the relative and correlative values. for |
mental growth, of physics, chemistry, as I,
biology and the other ''ics" and |
"ologics? In what order shall these
courses be taken up? Shall the order |
and time be determined logically from |
the. nature and external dependence of |
the subject matter or shall we determine |
the sequence and correlative from a |
study of the needs. interests and stages |
To be concrete shall the logically fund |
amentaT' physical or the rsychologically |
primativc mature studies come first |
and serve as Introductory To the others:
Shall we use the Observation-Disclosures.
the Observation-Disclosures. the text |
method or what combi- |
nation? Shall we. for the sake of repub |
moral effects, make much OF |
student Initiative" in the election Of |
choosing with the idea of developing the |
power to think creatively. 10 develop de |
cision and strength. or shall we let the |
book maker or the teacher tell just |
how and just what to see and believe?
To summarize the situation In second
airy SCIENCE
Ought and can the schools. without |
danger of vague scatter-braned ineti- |
cheney keep pace with the diversifying |
industrial demands for existence and con- |
tInue in competition with other excellent
agencies?
Ought we to seek our peculiar func- |
ton and is that function disciplinary |
science?
What reform of our schools is neces-
sary If the twentieth century is to see |
a progress In developmental science that |
shall fifty follow and balance with what |
was done in the nineteenth century i'll |
the material conquest of nature.
The psychological reorganization Of |
school science Is. l believe. the key study |
Of the opening century.
The question was then discussed by
Principal William l.. Powers Of Gar !