The Washington herald., 1909-03-17
EDUCATIONAL REFORM.
British View or the Failure Of Pri-
mary schools.

British View or the Failure Of PTi-
mary schools.
Harold T. Gors.. IN Sorth American Review
Children must not be sent 10 elemen-
tary schools 70 be taught without any
preliminary investigation into their capa-
bilities and tendencies. the knowledge
which IS supposed 10 be essential TO the
average member OF the community.
These schools have cost the country hun
dreds, perhaps thousands. OF millions. II
cannot be helped; but the sooner they
are pulled down the better FOR the in
terests Of the nation. However excellent
the teaching. these schools are hotbeds for
the wholesale destruction Of the individU-
ality upon which the future might and
greatness OF the nation Is dependent
They are worse than useless. unless they
can be rebuilt 20 fulfill the requirements
OF new kind Of institution-conceived
on a far broader basis. both construc-
lively and educatiOnally-in which the
sound principles of a genuine education
can be carried into effect For II Is not
In schools OF the existing type that meas
ures can be taken 70 study the individual
bent of the child. This can only be done
by the provision within the dimensions Of
one great institution OF such scope for
individual capacity as would cover the
whole range Of productive activity. There
must be workshops OF various kinds. lab
oratOries. kitchens. gardens. and where
practicable. even a farm. Every broad
sphere Of activity viii have. as FAR as
possible, 10 be represented. The children
VIII thus be turned loose into a real
world TT1T Of Interests v-ne~a rIar- will
not be subjected 20 mental and physical
repression, and where their tastes Will
have fun opportunity TO develop and re-
veal themselves Placed under skilled d.
rection. it would not be difficult in the
course OF a comparatively brief period
20 ascertain broadly the capabilities Of
each child
A certain percentage would doubtless
display n natural inclination toward a
purely literary training; but the vast ma
jority. showing capacity for more prac-
teal and active spheres, would event
ually have 20 be drafted on into schools
of new type, according 10 their indi-
vidual necessities. These institutions
would divide themselves naturally into
broad. distinctive groups. each group con
tanning its own complement Of schools
and colleges. For instance. one group
might embrace scholarship and scientific
research. a second engineering and other
mechanical occupations; a third art and
the decorative trades; a fourth farming
and agriculture. a fifth industry. COM
merce. and finance, and so on Every
normal child would be found 20 belong.
by predisposition, 70 some broad sphere
Of activity. II would therefore be the
duty OF the educators in the great select
ing institutions first 70 discover the indi-
vidual bent Of the child. and then TO rec
ommend 10 the parents the course OF
special training 10 which he ought 10 be
subjected. Probably enough, many exist
ing technical colleges and other educa-
tional establishments would with GER
tain notifications. be readily adaptable
to the giving Of this special training. di-
vided- as suggested above. into broad,
distinctive groups.