Newark post., 1911-08-16


selecting the material for class study.
The result of this course has been and is
today that there is little relation be-
tween the work of the school and pupils
home or State environment. Most nat
urally therefore the pupil does not have
that zest for and interest in his work
that he would have if he realized what
it was all for-but instead alphabetically
allows himself ''to be educated" The
character of the work in history should
be changed by introducing some local
history and such parts of foreign history
which would throw light on important
facts in our national history. The work
in geography can be vttaliGed by intro
ducing the study of its economic and
commercial subjects. The work in ply
siology and hygiene can be made more
uesful and less predantic by emphasiz-
ing hygiene and sanitation, and leaving
the anatomy for the upper grades. The
work in nature study can be made more
valuable by connecting it more direct
ly with the schools environment. The
character of the English work is too ..r-
titicial and does not accomplish the de-
sired aim. 1t is the opinion of this COM
mttee that:
The course of study should con-
tain the well-advised changes in the
character of fundamental subjects
which are advocated by our intelli
gent school men, especially such
changes which tend to vitalize the
subjects and connect the work with
the pupils school and after school
anVirODmpnt And further that the
course of study should be so formu-
lated as to prevent mere text book
teaching and require constant and in
telligent preparation by the teachers.
(c) The work of the schools has very
largely been connfed to what are called
the common school studieS-reading,
writing, arithmetic, grammar, spelling,
geography, history and physiology. The
moral and physical training of the pupils
has ben almost entirely, if not wholly
neglected by the schools. What work
has been done was incidental in charac-
Ter. If the home took care of the de-
yelopment of right moral attitudes there
would still be necessity for work of this
kind in the schools. AS to the training
in manners and his behaviour in public
places no ,one will deny that instruc-
tioa is needed, and that the school must
give it for the reason that in many cases
the home is not equal to the task Train
ing in morals and manners has in fact
played an important part in every cod
cational scheme except that in vogue
in our schools Off sometime past. The
Athenians did not neglect it, the Chinese
make it pivitol part OF the educa tional
idea, and even the Medieval schools re-
2osnt1ed it's Importance. The same 10
true of physical training which is so lar
gely neglected. The argument may be
advanced that the rural boy and girl have
plenty OF exercise afforded by their
home and play activities. This may be
so, but they are as rule mere mus, le
developing eercises which givxe the body
grace and ease in movement are also
important. Aside from this, few min
utes of physical exercise afford an ex-
cellent means of resting a tired brain
or easing a cramped body, or of venti-
lating stuffy school room 1t is the
OPINION O. this committee therefore, that
The course of study should con-
tain detailed scheme of instruction
IN morals and manners and in ply
steal exercises suitable for the rural
school.
I'D The value of music and drawing
as cultural subjects, aside of their utiI-
lty, value, entitle them to a place in
well-rounded course of instruction. The
fact that many rural teachers lack train
ing In these subjects is no reason for
neglecting them. AS the time which has
h.
small, and the results so adequate under
even poor teaching, it is the opinion of
this committee that:
A reasonable amount of work in
music and drawing form an essential
part OF course OF study for the ru-
raj school,
te) More education for efficiency is
a general criticism directed toward Inc
school, and it applies with peculiar IL, -
Co our rural courses. AS rule, there
has been an absolute enforcement of the
schooi and the activities of country life.
The movement for vocational training in
the graded and city schools has spre.o
and within the last few years has reach-
ed the rural school where it has taken
the form OF actual preparation for the
work OF the farm and the home. That
there is need of this type training ls
patent to every close observer, and there
are many Of these who have long real
lEed that the products of the soil do nor
compare in value and quantity with the
native richness of the land and the labor
spent on it. While the comparatively
small size of the average European farm
is an important factor in the problem
OF intensive farming and high produc
tive values, it is undoubtedly true that
the more important factor is the train
ing In elementary agriculture and home
economies which is fundamental part of
the training of the rural and continual
tlon schools of North Europe. Several
OF our states, in fact most IF them re
cognizing what useful training NAV be
given IN the rural school, have issued
syllable OF courses which are distribut
ed TO every district. The work is of foo
recent origin in our own country to saw
dehnltely what it has accomplished. L.,,
the results abroad would alone Justify
it's trial among us.
no Is