The Topeka state journal. [volume] (Topeka, Kansas) 1892-1980, 1901-07-11
ECONOMICS IN SCHOOL.
Intense Interest in Subject
Manifested at Detroit.

Detroit. Mich July 1.-THE intense
interest among educators on the sub
ject Of teaching economics in the pub
lie school system Of the country was
attested by the attendance at this
mornings session of the National Ed
ucationRl association, which was de-
voted to that subject. Although the
Light Guard armory was very close
when President Green called the ses-
sion to order, there were 5000 teachers
present
Talking extemporaneousIy. Prof.
George E. Vincent of the University
of Chicago. made a splendid and en-
Enthusiastically applauded address on
Social Science and the Curriculum.
All subjects in the present curricu-
lun, particularly literature, lend
themselves to the social point of vieW,''
that he did not want another subject
added to the curriculum Using apt
illustrations he showed how all the
present studies can be socialized- He
also urged on the teachers the neces-
sity and benefits of correlation of the
different studies. Discussing the effect
that socfalization would have on the
moral character of the curriculum
Prof. Vincent said:
..At present there are two standards
of honesty; one to be used in relations
with individuals and the other to be
used in relations with CORPORATIONS. It
is not so much the educational
side of specialization we should think
of. but the sentimental side Social
cation of American education means
much toward increasing the acquaInt-
ance of the people with the forces that
underlie all institutions; but it means
more than that. it means the awaken
ing of the students and through then
the people to those instantaneous i'm
pulses toward right doing and think
ing that ought to govern all the Unit
ed States
Prof F. w. speir, of Philadelphia,
was the next speaker, on Ideals and
Methods of Economic Teaching
In opening Prof. Speir emphasize1
the Importance of economic training
for the great mass of citizens THE
chief ideal of economic teaching said
he, should be the training of men ana
women to think straight and to vote
right upon the economic propositions
which are an ever increasing proper
ton of the political issues in modern
democracy. And I do not undervaIue
the disciplinary value of economics
Discussing what economic studies
should be given children of a high
school of Prof. Speir said:
Certain fundamental social laws are
as well as established as any PROPOSE
ton in geometry and it is within the
pale of established economic truth that
the secondary school must work, al
though the student may properly be al
lowed an occasional glance into the
arena wherein opposing theories are
struggling for recognition
The speaker declared that effective
instruction in economics demands high
teaching skill and said:
THE greatest danger Of elementary
instruction on this subject lies in the
fact that the student may absorb half
truths of the text book as social axf-
oms and go out into practical life to
make application of his rules which
would make their author shudder. The
student OF economics must be taught
that the principles he learns are to oe
applied with discretion to the varied
conditions he will meet
After telling of what he considered
an ideal teacher of economics Prof.
Speir said:
If such a specially trained thorough
" equipped teacher can not be omit the
subject from the curriculum