The Indianapolis journal. [volume] (Indianapolis [Ind.]) 1867-1904, 1903-10-04

institutions from the kindergarten up to
the professional schools. Thus far tradi-
ton has been the only really universal
guide. The substantial transformation
which the industrial and social life OF the
Nation has undergone in the last fifty years
and the consequent changes In the de-
mands upon the educated adult have re-
ceived but scant practical recognition in
the general scholastic routine. Compare
lively few schools have made serious ef-
forts TO remodel their courses OF study In
accordance with the new aspects OF worldly
affairs. Nor have the results been uni
formly satisfactory where reforming exer-
tions have enjoyed fullest scope. Psyche
logical dilettantism and speculative ex-
perimentation have been permitted TO work
confusion in vain endeavors TO find a way
out of the present dissidence between
school programmes and the needs OF
American civilization. The trouble is that
there is among schoolmen no hard and
fast agreement even concerning the most
elementary details OF everyday practice.
The lack OF professional forms is at last
being regarded as misfortune by an In
creasing number Of earnest students OF
education. The growing membership OF the
recently founded Society OF Educational
Research supplies encouraging evidence OK
a widespread desire to reach some conclu-
sions worthy OF general adoption. The
method of scientific inquiry adopted by this
society assures the collection OF incontro-
vertible data concerning the actual capaci-
~ of children at different stages of de-
velopment, the physical and intellectual
conditions of learning. and similarly funda-
mental GuSSuOns- Inc pcOdSOB-Cdl IcdSOu-
ableness Of the various demands made upon
the several grades of schools may then be
tested by reliable standards, and order win
be wrought out OF the present chaos
To be sure, desirable as IL is that there
should be some degree OF professional con-
census as to the possibilities and iimita-
lions Of tried pedagogic processes, and
urgent IL IS that teachers should possess
a certain amount OF definite and reliable
information concerning the time aud
conditions most favorable TO the attain
ment Of specified scholastic results, there
still remains the ever new theological prob
lem of educational values. The latter has
been for the past three thousand years or
more the favOrite topic OF reformers. But
as there has been. in all this time, uni
versally acceptable standard for testing the
relative importance OF the various educa-
tional pursuits proposed TO the schools, the
discussions have yielded only very meaeer
results.
The original source OF the present cur
ricula was the desire 10 train up younS
men for the priesthood and the church
choir BY a series OF compromises the prac-
teal demands OF secular life were accord
| ed recognition, until there were evolved
the typical school programmes OF the pres
ent day. AS far the public elementary
schools are concerned. the course includes
reading writing. spelling, language and
| arithmetic Almost everything outside OF
| these generally accepted studies must de-
| fend its claim 10 place on the programme.
There are indeed, educational theorists
who would contest even the limited agree
| ment we possess. But the plain people
| have decreed that these branches must be
| taught. and. they pay the teachers their
decision STANDS.
The points TO be settled. then. by the dis
cussion now standing about school pro-
grammes are what should be taught be-
yond the three RS, and how 10 apporti0n
| this subject matter among the several
forms OF schools-elementary, secondary
aud higher A preliminary step viii be the
defining and fixing OF the time limits of
! the combined course