The Minneapolis journal. [volume] (Minneapolis, Minn.) 1888-1939, 1903-08-06
NEW HIGH sctIneL COURSE Nc
aperlntendent II arters Gives lie Ideas Q
. Ss.- a Reforme I'd. cturri ctliuff1. 4 ~

NEW HIGH sc3neL COURSE
Superintendent Harterss Gives j ls Ideas Of
Reformed-e Curriculum.
To the Editor Of The Journal.
In an editorial July 80, you suggest that
1t would be interesting to have those who
are dissatisfied with present conditions
state conc1sely what changes they would
make IN Minnesota high schools to make
them more self sufficient Many people
take the position that, as they are not re-
sponstble for the present condition of
thlngs, It is policy to quietly work In har-
mony with the system rather than oppose
It,. That being the case you will have
lew II any responses. Indeed, it has been
animated to me that 1t might be to my In
terests to keep out Of this discussion.
Very few people except school men know
what our high school cour SEES contain In
order to place the matter before the public
submit for publication q, course which
mas been recommended and quite generally
adopted. It is as follows: n
First Year-Literattire and composition Latin
grammar or German, elementary algebra, zoology
(physiology) a-t$
Second Year-Literature and composition Gaze
diaeval history. -: - 81
Third Year-Literature and composition, Cicero
OF German, physics, English and American his
Fourth Year-siterature and composition, vir-
gu or German chemistry, higher algebra and
solid geometry. ~ ..,5.s,y
4 OF course we are s5alloweds to deviate
somewhat from this. but must comply sub
stantially if any Of Dur graduates expect
to enter the university. No Serious fault
can pc found with the above course If the
ann IS TO mt Tor college or university, and
believe we should prepare students to
enter the higher institutiors of learning
But II we are to have IAN exhaustive re-
view or the elementary studies Of the
grades, and frame course that lis to
accomplish the greatest possible good for
those whose formal education must end
With It, few changes are certainly nee
essary. The subjects in parenthesis are
supposed to be taught incidentally. 1t
would be4better, -hoWever,sdo give each Of
them full half year and defer American
history until the senior year, Then during
the fourth year would substitute half
year each Of geography, American history,
grammar and arithmetic for chemistry,
higher algebra and solid geometry I think
1t best to review these elementary subjects
during the fourth year for5the. following
reasons: :-s4 sblE@4 t'Es
First Students will take, more so,re interest
in new subjects. during the first years Of
the high school. a. l%i jstss' a..t
Second-In the fourth year their minds
are more mature, consequently much more
can be accomplished.
Third thoro review Of these subjects
would fit them better for active life than
the subjects usually pursued.
1t seems to me that colleges and univer-
sites would much rather have students
come to them well prepared in the rudi-
ments of an education, than to be deficient
In them and be able to pass an examina-
ton In chemistry, higher algebra and solid
geometry. Then why not give us credit
for teaching physio1ogyand all the "senior
common branches ?' But, says one, "there
is nothing to preventsstuden from study
ing the common branches during their last
year, Yes, but they cannot do so and
at the same time secure sufficient num-
Der Of credits to erlters the university.
Parents have recently consulted me with
reference to their children reviewing the
common branches nexttyear, and yet they
desire them to be prepared to enter the
university. So you seesthis is a live issue
with and one wl1ich could not be evad-
ed if I desired so to d.
| In all probability no two persons would
agree in selecting the subjects to be
placed in a practical course of study, ar
university requtrsfnent ST.. Izwould like. to
| submit the following English course as g
basis for discussion:
| First Year-English composition, reading of
classics, elementary algebra, photography, one
half =; commercial geography, one-half -
| Second Year-Classics and composition, physi
ology. one-half; zoology one-half; plane geom-
etry, ancient history.
Third Yar-Classics and 1crmposition civics,
and modern history. ~ =
Fourth Year-Classics and composition senior
geography ysofeshalf; senior grahimar onsehalf;
senior Unfteds States history zone half ssnior
arithmet half bookkeeping, one!haIf; aaan
mer y4 law, o ll: 1,;1S o.
j-v4.rrl - =. y. 9 49, 80 - ~
tThe fraction onelhslf .signihas one:half year
Spelling and penmanship should be taught, to all
who are deficient In those RRp. subjects. s5!..
| 1t seems to be quiteagenerally admitted
that something should be done to remed,
the defects In our present system Blu
how can we do it? would suggest the
following plan: Let Superintendent J. w
Olsen appoint one representative of the
university, one Of the graded schools, one
Of the normal schools, and three of the
high schools. and let the editor of T h {
ournal appoint three practical bust
ness men from our large cities to serve a.
a committee to draft and recommend s
course of study such as will meet the ex
1gencies of the case. OF the nine mem
bers OF the committee no two should b.
graduates Of the same institution. Their
let us ask our universities and colleges tt
modify their requirements accordingly
/ All we need is "a little unity of action ant
we will accomplish what we desire. 81
~. HI. III ~ 80 ~ H. I. 1EFarter
Cannon Falls, Mimi, Aug. 3.