The sun. [volume] (New York [N.Y.]) 1833-1916, 1903-10-22
A CRITIC OF MODERN SCHOOLING.
Esthetios and PhySical Culture in Plenty,
but Little Plain Geography and Such.


To THE EDITOR OF The SuN-Sir: A teacher
asked the graduating class in one Of the lar &c
city high schools where Tangier is No one
seemed to know definitely In what CONT
nent 10 it2- One said Africa. the rest were
divided between Asia and Europe. This was
dscouraging
Geography Is not studied thoroughly now
adays. When the pupil gets to the high
school and reads his Macaulay's Addison
he has to hop UP and run to an atlas II he
wants to know to what interesting region
Lanoelot Addison was sent
The trouble is. too. that the boy doesn't
feel like hopping up, and he doesn't run for
the gazetteer. The case cited is not the ex-
ception that proves the rule-it is the rule.
The high school pupils don't know their
geography.
Their knowledge Of spelling and arithmetic
Is not much better In the same graduating
class II took much time to divide $3.50 by 8,
without putting the figures down on the
blackboard.
The spelling often seems atTooious. The
reason Is that subjects once unknown are
running the ranch. As result the pupil
studies geography in a haphszard style. here
a little. there little. the geography OF the
city and neighborhood being imblbed in a
Saturday excursion. and nothing being
learned thoroughly. Africa is. perhaps. as in
the actual case Of a class now almost ready
to enter high school. never studied at all
"Tangier is in Africa" says the father to
his daughter. "Oh. but We never studied
Africa" she says lightly. by way Of excuse.
Arithmetic is taught from half dozen diff
ferent books before the child reaches the high
school-such Is the mania for changing text
books and nothing is mastered completely.
ha nj tah
thing must be handed out in lovely little
sugar pills. for fear the health OF the dear
cherubs will suffer. Such thing as a SPELL
ing book with good old lists to be learned
outright, by heart. by sheer persistence and
much effort, Is long out Of fashion.
Perhaps more directly at the bottom of
all the slovenly preparation Is the undue
attention to music and manual training and
drawing and art and physical culture, Raffla
slate mot hygienicl and the spelling book.
That is what all this wall is leading up to.
Physical culture is the sinner, recent limo
walton in the high schools Is objectionable
hear that the other schools are going to get
a dose OF the stuff also. Five times a day.
even In schools where the classes change
rooms at every period. the following show is
to be gone through:
TWO MINUTE SETTING UP E1ERCIaH.
Class stand.
Deep breathing -four times). Inhalc and exhale
forced to the Utmost The neck should be- pressed
III mly backward against the collar.
Stretching -four tinesl. Bend the back gently
forward; straighten the back. raise the chest and
lift the arms as high and Is far back as possible;
keep the elbows straight The last part OF this
exercise should be done with as much vigor as
possible. Count two while the upward position
Is held
Knee bending (elght tines. Keep tho trunk
erect: bend the knees half way: rise
Deep breathing -four tines. AS AT FIRST.
Class sit
This alike by the beautiful rosy, hued young
This by the very exceptional student who
carries stoop about with him. This even
where the change Of classes entails walking
up Or down several flights OF stairs and
through long corridors; and this in addition to
q regular period in physical training every
other day The habit OF walking correctly
and taking deep breaths ought to be taught
Efficiently in the two periods week assigned
the English classes. except in the first year.
recite only three times. II is needless in
lection into the high school course to require
the pupils to take four deep breaths and all
the rest OF the tommyrot between every two
classes
This is not written by dyspeptic. but by a
firm believer in exercise, one who exercises
with deep breaths." &c. and a cold tub in
the morning. and with regular setting-up
exercises in the evening
It's n pity that still another hindrance to
the real spirit OF sensible school work Is in
Jected into the programme, and that the ideal
OF culture in these times lie purely physical
culture R. G,
BROOKLYN. Oct II