New-York tribune. [volume] (New York [N.Y.]) 1866-1924, 1913-01-31
SCHOOLS TWENTY YEARS
BEHIND, SAYS M'MURRY
Courses of Study Obsolete. De-
CIares Teachers College
Instructor.
ARITHMETIC WASTES TIME
Suggests Eight Years OF Mathe-
mates Could Be Cut to Six
by Omitting Much
Useless Matter.

! Professor Frank NJ McMurry. Of Teach
org College. Columbia University. IN q
! second report he has made on tie SERIOUS
defects I'm the character of teaching and
Of the curriculum i'm elementary schools.
/ saws that the courses Of study arc twenty
wears behind tho times.
! Professor McMurry also finds lack Of
adjustment Ia Individual conditions in the
curriculum. and recommends that three
| type courses be devised for tho East Side.
! West Side and outlying districts. lie
! would have the principals select tho one
of these courtes which most nearly fits
| the needs Of the children in HE school.
He criticises nature study and ele-
mcntary science and in arithmetic he
declares the course Ia contain many
! things Of doubtful value-in fact 80 many
that if they were all omitted the course
might probably he reduced from eight 10
six years without any serious loss.
As TO drawing. constructive work, COOK
, ing and sewing. he SAYS: Nothing less
than a complete change Of viewpoint IN
| tho organization and Development OF tho
curriculum could DO much to broaden HI
/ vork a. it ought to ~ broadoncj.' Tire
]
dead" The course IN physical trimming.
after explaining what Influence it should
/ have upon tho child. hc declares sadly
! lacking lie SAYS that instruction in
/ hygiene as planned I'm IN" presen courS'
is a bald presentation If facts. ~"
courses i'm general" he continues 'ar'
! haldly abstract: and. II they appeal 70
/ Young people u is due rather {" ACCIDENT
! than to any skilful provision for motv"
on the part ~ those who selected Us sub
/ icct matter"
/ In tn. attention 10 relative values b"
saws. a more superficial and static
course than that IN geography would ho
hard TO find THO arithmetic might omit
nearly onc-four,h OF Us present matter
10 advantage \ fcw things In English
| history are needed. but only small pro-
portion OF that now covered In subjects
such a. sewing. drawing or shop work M
! deploree tho fact that motive is not con
/ sid.rcG. technic alone icing recommend
/ Cd As 20 organization. he finds II large
ly wanting" In the composition work.
he SAYS instead q cautioning against
too much reliance on imitation OF other
writer's Imitation is really emphasized as
tho controlling idea
Iu speaking 81 tho lack Of freedom per
/ mittcd the teachers. Professor McMurry
-ays: Instead OF urging each teacher IN
! adnpt Ter method 20 Individual conditions
B inciIdius her ovn-thore - direct at
. tempt 20 reduce the method IN each stud
! to formula. To IN. greatest extent POS
: slblc tie teacher - told specifically what
/ ~he shall do. what wonder, then. II the
! ave.ac" teacher feels that she has little
more 90 do than 10 Obey In speaking
- the currculume and syllabi, he de-
clares that the most striking fact aboH'
= them is the want OF educational leader
ship There Is no provision for the teach
.r's individuality" but that they arc dts
trusted and restrained by the lack o.
leadership. Their curriculum and syl-
. labn depressing effect on active minded,
progressive teachers Is not easily over
estimated They directly limit them n
Iow ideals
! Professor Paul ~ Hanus. of Harvard
I'm charge or the school inquiry. agrees
/ largely with Professor McMurry. es-
r,cially a. regards corporal punishment