Perth Amboy evening news. [volume] (Perth Amboy, N.J.) 1903-1959, 1911-12-14
Explain Lack of knowledge
by High School Graduates
at Normal Schools.
NO TINE FOR REVIEW
Principal kleinhans and Supt.
Shull Discuss Report Of
State Committee.

Charles NJ Kendall calling attention
to the report of two members of the
advisory board, Messrs. Melvin Rice
land John P. Murray, that the educa-
tional knowledge OF the high school
student at the time of graduation is
open to criticism. The graduate of
today, the advisors declare, Is gener-
ally lacking In the fundamental
knowledge necessary to maintain
the standard of the normal schools
OF the state.
The Cause is Defined.
Superintendent OF Schools 8. e.
Shull and Principal Kleinhans thor
oughly agree on conditions, although
the latter takes a more definite stand
in the matter aud declares the
student will continue to lack this
very necessary. knowledge as long as
the normal schools and colleges con-
tfnue to require such high grade
entrance diploma. Mr. Shull re-
ferred the NEWS man to his annual
report to the Board of Education,
made year ago, which refers to the
situation now being discussed, and
declares q remedy will be provided
when the citizens OF this country are
In financial position to support the
same.
Principal IxIeinhans' Views.
The letter from the state depart
ment was read by Mr.. Kleinhans to
the high school faculty. which is as
unit in the declaration that the
effect will exist until the cause is
remedied. Mr.. Kleinhans asserts a
number of high school pupils at the
present time are woeful1y weak In
reading, writing and arithmetic and
can but do little else than continue
In that state. He Offers a practical
relief by advising the adjustment OF
five months Of chemistry during the
senior year and allow this to be sup
planted by a. review of arithmetic,
English, geography, U. s. history and
other grammar school studies
Supt. Shulfs Report.
An exact from Superintendent
Shull's report last year, dwelling on
this topic, is as follows:
The past eight or ten years have |
witnessed a periodic tendency to tear
apart the educational systems OF the I
whole country. There is no cause t
for alarm to be found In this recur-
ring public privilege. Rather, 1t is I
a favorable symptom and. IL properly +
diagnosed, presents indisputable evil /
dence OF a strohg and healthy ma
tional educational pulse.
History has no record of thel
matchless material progress that has /
been transforming the wc-iS Sur.1g
our generation. 1t Is well within
the boundary lines OF truth to assert |
that the changes that have taken
place on earth since the middle OF |
the last century have exceeded In |
number and magnitude all the
changes of all preceding time. Our
educational adjustment has not kept /
pace with the wild flight of material |
progress, and intelligent people,
know that its very nature precIudes
the keeping OF any such pace in safe
ty. Mankind has obtained almost |
complete mastery over material |
things, and within an almost inap- |
preciably short period of time he |
fashions them in response to his |
volition. The development OF brain |
power Is incapable of similar FASH
ioning. Education Ia q growth, and
a wise God has seen fit to so create |
humanity as to make this growth |
slow.
Educational standards Of the re-
cent past were based upon the theory |
that mans life was state of con-
slant warfare with the world of |
nature, not with his fellow man; /
hence the emphasis was correctly |
placed upon the purely cultural side |
Of mental training The tremendous |
struggle with which mankind Is now
confronted has ceased to be a mill
tant contest with state or condition /
of nature and has become an almost
quarterIess conflict between man and |
man: and from this struggle the ed
ucational atmosphere iH rent with |
the irrepressable din of commercial
Ism, materialism, or industrialism, /
However. the name is immaterial,
the changed condition is here. we
ought to rejoice because of 1t, and /
be frank enough to acknowledge I
that present educational needs are
not being fully met.
Some plan must and will be-
evolved that will fully develop man
hood and womanhood capable of do-l
ing the work that the world Is de-
manding today; but this plan or sys-
tenn dare not be such as to Disregard |
mental and moral culture. From /
humanity OF the future th6re Is ge-
ing to be exaeted no less power to
know than now, no less ability to
think and reason. no cessation from
dreaming, and no atrophied inspira-
tions that would presage the cns OF
earthly ambitions. Let us be active
" patient. America has always
found solvent for her His. and she
is not going to be baffled now. TA,s
problem Is now In process OF solu-
tion. 1t will be fully solved when
there can be presented a curricRlnm /
that will permit ef an sdneafian
that is at the same time utilitnrian
and cultural: 1t VIII he solved quick
", I think, when the voice OF the
majority makes final demand for
Its solution; It viii be solved when
its need is so imperative that people
are willing to meet the enormous ex-
penss incident to the installation or
a system that not only prepares for
living, but for making q respectable
living.