New-York tribune., 1904-09-24
MAXWELL ON SCHOOLS.
HOW TO MEET PROBLEMS.
New- York City's Superintendent
addresses Science Congress.


St. Louis. Sept 2s.-The international Congress of
Arts and Science to-day addressed by DR..
William II. Maxwell. Superintendent Of the Public
Schools of New-York City who was the principal
speaker IN the sectional meeting OF the Department
Of Education. Mr. Maxwell laid down number OF
fundamental propositions on the function of the
State and the function Of the school In providing
education saying in part;
First among these problems is the problem OF
physical education. For purposes OK training Ine
body directly and the mind indrecty' Iqur s snd
should be extensively employed in all schools[play'
dtion 10 the physical qualities developed by gym
nasucs athletics develops the intellectual qualities
"presence Of mind or the ability to think ef-
fectivey in crisis and the moral Qualities OF sell
control. sefreliance, courage, endurance, hulllty
in victory. fortitude in defeat and loyalty TO ones
end ManuaI training specifically trains the hand
the executive of the mind. 1t gives opportunity
ciltty in the manipulation Of the simplest and most
generally used tools that have aided man IN ms ms
ascent from savagery; 1t cultivstes the mental shH
moral habits of accuracy and truthfulness ana & II
induces realization of the dignity Of labor. Win,
out these four forms of physical culture no schooi
Is doing its perfect work.
physical education as an essential part OF cnll9
training found its way into educational theory ano
cities are, as rule very inadequatey equipped tot
Serious difficuity in the the way Of providing such
equipment Is raised by the congestion OF Popula-
Increasing Immigration and partly by the continu-
Hgs s % OF o afE Of 50 SPACE in
which children may play parIia155 d " Tards %
in the afternoon and evening throughout the school
year, and during the summer vacation fST the puas
free play. Even. however. II every sshoo!h2use IN ~
purposes of recreation and Improvement. the meas
ure would still fall far short OF counteracJing tne
the home; and without the well ordered home and
It's nfnenees the school can % sceomPSn ip t5
existing tenement house system VIII restore the fe
Gof the poor in the city OF New-York to something
And how Is this to be accomplished? answer
been known in New-York City, must be eradicat-
eo Inc mnnicipaity snouia employ @ l1s SIs9is S 20
erect model homes for worknsmen, amid pleasant
moderate profit 70 such scheme the objection
win be made that it is rank paternalism- answer
fails TO evil that is sapping the vitality
Of the nation at fits root-the home life Of the
HUNGER PREVENTS LEARNING.
But there is still another aspect OF physical ed
ucation Education. whether physical or mental is
seriously retarded u not practically impossible.
ished- The child Of poverty. with body emaciated.
enough to eat. grows up stunted in BODY and in
mind What farce Il is to talk OF schools provid-
of Of Children heR IN o9re o9r cs
schools who eanpot learn because they are always
wholesome midday meal for their hungry children.
thing is being done Should we do less in the cities
OF democratic America? In no other way can we be
sure that the schools viii as far education may.
provide equal opportunities for all.
Mr.. Maxwell then discussed the problems Of school
administration in the division OF time as between
the elementary school and the high school In order
to obviate the waste OF effort OF time and OF space
involved in the present organization Of schools he
suggested the following arrangement:
First-School life above the kindergarten age
should be divided into two equal periods-the ele-
Inentary' corresponding TO the epoch OF childhood
and the secondary. corresponding TO the epoch OF
youth, Each period would provide for six years OF
school work-the elementary from six TO twelve the
secondary from thirteen 10 eighteen
SecOnd-FOr economic reasons. inaSnuch
dren leave school rapidly after they are OF age 10
kinds. which might be called the pre-acadernic and
the academic The pre-academic schools would
fifteen. and would be esta abished at convenient
points selected with view Accommodate the
The academic schools, which would be comparative
l. few IN number and established only Ia crowded
centres would provide another three years OF work
for youths from sixteen 20 eighteen.
Mr. Maxwell entered with detail into the subfe,,
of the elementary curriculum. which he discussed
in its bearing the future progress Of the student
Taking up the question Of compulsory school ar
tendance he alluded to the opposition 20 this
measure in certain parts Of the country 10 over
come which he suggested the following measures;
First-Government registration and inspection ~
all private and parOchial schools to the end that
no school may be permitted 10 exist which does not
teach its pupils the English LANGUAGE and the Gle
mentary duties OF citizenship,
cities. " S
Three-The education of society TO a realizing
sense OF the necessity on social grounds OF strict
law.
arODr- @FONyEv