Daily Kennebec journal. [microfilm reel] (Augusta, Me.) 1870-1975, 1905-07-12

Arthur II. Chamberlain, professor of
education, Throop Polytechnical In
stitute of Pasadena, Cal, spoke on
the topic Motive and Content of the
Elementary Curriculum" Mr.. Cham
berlain spoke in part as follows:
THE elementary school, good though
it be, in comparison with that of time
past. does not meet the present day
conditions and necessities. So strong
has the tide set in favor of something
of q more rational nature. and such
q feeling of unrest has been sweeping
the country that many progressive 10
calities have already instituted radical
changes.
His tuition in school is much too
snort for the boy to acquire those ele-
ments that make for moral uplife, in
dustrial knowledge, social ideals and
ability of leadership. Various are the
causes of non-continuancc i'll school.
More than all else. however. and deep
er and more fundamental is the fact
that the school does not furnish that
which is demanded i'll actual life.
"1n arithmetic and language, i'll
history and geography. in reading, and
in more progressive schools even,
where such work is given, in nature
studies. manual training and art sub
jects, the husk is too often taken for
the kernel. The form rather than the
content is made the chief issue; the
symbol is made to stand for the thing.
The spirit is lost, the letter is the goal
In the elementary school it is per-
haps in arithmetic and language. in
Guiding reading. that the most press
ing need of adjustment is seen.
There is one factor. however, that
must not be overlooked in our discus
sion: a factor that rises above system,
or curriculuIn: a factor that is great
or than means or methods
or courses OF study; n. factor without
which our schools are poor indeed; the
personality Of teacher. 1t is the teach
or who must work out ana frame the
curriculum 20 suit the needs CT his par
ticular boys and girls and 1t is the in
fiucnce of the teacher that shall shape
and mould the habits ana lives of his
pupils. We shall see TO it then. in
shaping our circular. that abstract
principle be thrown in the background
and that live. vital issues be III evil
dence. Content must be substituted for
form, the real must take the place of
the symbol the thing done rather than
the thing said, must stand, the deed.
the act, the accomplishment, not mere
feeling or emotion, must hold sway.
No longer can the school be consider
ed thing of and by itself. 1t must rise
or fall as part of the great social life |
of the Child'S existence. Three points |
it seems to me, have been determined |
looking toward the betternlcnt of the |
the arrangement of courses of study |
must be such as to fit the needs and |
conditions OF the individual student:
that the work given, IL other words, |
shall have some reference to the pupils |
capa city and to his life after leaving |
the school Second. there must be a "a |
tional coming together of tomn, school |
and outside world, so that the child |
may see the unity that should exist and |
appreciate the underlying principles |
animating the whole. Third, teachers |
must come to their work not only pre- |
pared as TO subject matter. but possess
sympathy ard high ideals.
They must seek and obtain the cooper
alton of parents and patrons.
, The department of training and sup
ervision met in the First Parish church.
The general topic assigned for the
session was Problems in Training and
How Met" Nellie f. Harvey of the
Maine Normal school at Castine, Wal
ter p. .Beckwith of the Salem, (Iass.) |
Normal school and Supt. of Schools
Frank J. PeasIey of Lynn. Mass. pre-
sented various phases of the subject.
Miss Harvey took up the problems