New-York tribune. [volume] (New York [N.Y.]) 1866-1924, 1904-11-07
THAT CURRICULUM
Professor McMury adjusts 1t to
Sat- and Stimulate a Child's Mind.


the things that had been added 10 the common
school curriculum within the last few years Then
ne said that the crowding of the curriculum had
become unbearable, cry of protest was going UP
nom teachers pupils and parents alike Relief
had got to come somewhere
Then he enumerated the subjects he would retain
In the curriculum. and 70 the stupefaction OF his
audience retained nearly all of them. A very few
ne threw out bodily, but all but two three of the
studies now in the grades he would retain. and he
would even add many Professor McN1urry
reconcied his apparently contradictory positions
oy advocating that less of many subjects should
ne taught. instead of all OF subjects. Quite
unfrghtened by the common charge against Amer
leans of superfciaty, he advocated more super
nciality. That is. he advocated teaching children
In the grades what will be useful to them IN their
lines. and what their brains will take in. great
many things are taught children in the grades. he
declared. for which they will never have any use
"hIle they might get just good mental training
oy learning things that would be of them
For instance. he would throw square and cubic
root, and many other things invariably taught in
arithmetic completely out of the grades Secondly,
many things taught children In the grades
which their minds at that age cannot grasp He
would throw the whole of astronomical geography,
now such fad among the educators, out of the
grades. 1t is, of practical children in
| the grades, and few Of them grasp it. He
would throw out the science of grammar almost
bodily
More children have been driven out Of school IN
the sixth seventh and eighth grades through dis
gust with English grammar said he, than by
| any other study. Why should teach children
| the science Of grammar any than the science
OF biology? We give children nature studies. That
| is, we teach them to observe plants and animals
| intelligently; OF the best things intro
duced into the curriculum. But do attempt
to teach them the science OF biology. We recognize
the fact that this study too advanced for them.
Very well. then. let teach them observe in
tel!igently the structure of the English language
and use 1t correctly in such writing they will
be called upon to do; but do not let teach them
the science of grammar. which will not help them
write letter one bit better, and which is as
suited to their years biology
A correct appreciation of Professor McMurry's
idea be gained only through following the ect
ure from beginning to end
GRAND MIX.UP PREDICTED.
Tor twenty years." said he. 1--WE have been ad-
uniting topics to the grade curriculum. genera
ton we had five subjects in the grades-the
three RS. grammar and geography-wth little
history in some schools.
Now have history and clvics often two
studies. geography in a great deal more compli-
Gated and difficult form, geometry and algebra
| in the higher grades. physical training, manual
| training. including soyd: domestic science and
many other things. nature studies, music and
| drawing and the old studies much more devel
| oped than they History and geography
| taught much more in detail now than they
when I was principal of Chicago school twelve
| years ago We have been constantly adding, and
| never subtracting until have got more than
| the time allowed will cover.
There is going to be a grand mx-up pretty
| soon. If don't get rid OF something.
Let us back to basic reasons. and see why
certain things taught at all. Half the time TO-
! day studies given for the avowed reason that
they develop certain faculties. Their own friends
! do not claim that they have any practical value
! Now. there is no study known to mankind that will
! not develop faculty. We cannot study them
all. therefore this will do as a test OF admis-
| sion TO the curriculum
| Another "avorita ground for the admission of
studies is Truth for truths sake This is the
/ scientists ground Whatever is part Of the great
fact Of nature should be learned its own sake
| But all the facts of nature truth. No human
being can learn them all. So this quality is use
less test OF admission. Neither of these tests
| excludes anything. Roth OF them admit tho whole
! sum of human knowledge.
| How, then shall decide what to teach our
| children from the age Of six TO fourteen7 What
| things in the wide range of human knowledge
should we exclude?
I'VE should exclude whatever does not bear d.
rectly on their lives. We should admit only what
does bear directly their lives. On that ground
the three RS must stay. Some geography and
some grammar must stay. Physical training must
certainly stay, because nothing is more important
than health. History civics and nature studies
would get in on this basis and il wo believe in a
| many sided. sympathetic development of the childs
nature must admit literature. music and draw
ing. Anything that bears directly on the ethical
or industrial life OF the day must admit Our
education must not develop the intellect alone The
prominence of Industrial interests IN American life
suggests studies directly representing that That
brings in cooking and all the manual training
But you say, that let's in nearly all that have
been named. Yes and ] would admit others that
now have no place in our curriculum. But now
comes the other test We should exclude all that
does not bear directly the chiIds life We
should throw out all problems in arithmetic which
the child comprehend and is not going 10
use. great deal OF literature is given children
in school to-day 10 memorize which Is entirely be-
yond them on the ground that some time they will
don't eat for the future We eat to feed our bodies
to-day. So his studies should feed the childs mind
to-day. Only so will ii grow and develop Minds
Of children an in the primary grades are often starved
Four years in the primary are more important than
now and in maturity it will get its own nourisht
ment.
WHAT TO THROW OUT
Next. whatever is incapable of appreciation by
the pupils should be thrown out. This rule cannot
be applied absolutely We must teach some spelling
as we would give medicine. Medicine is necessary
sometimes, although not particularly appreciated
by the child But. general rule. whatever does
not excite q reasonable interest in the child should
be thrown out. unless our social life really de-
Any one who urges Latin for the upper grades
ought TO be compelled to meet this test. If there
would like to know it. cannot stand 81 Tor t anV
such study in the grades. It commonly excies re-
pursuance IN me ch1Ia. ana II Goes not touch his
extent. OF any modern language Nine-tenths of
mentary schools have no necessity for it, In nv
I have found modern languages of ex-
have spoken French, very seldom use either
of them. Very occasionally read little German;
almost any French.
las to algebra in the grades even the people who