New-York tribune. [volume] (New York [N.Y.]) 1866-1924, 1913-01-25
One Experts Work Rejected.

one OF the eleNen SpeCidliStS was III
Ernest c. Moore. professor OF education
at Yale. whose report on the Board of
Education and local boards the Board of
Estimate committee rejected. In the
committees report 20 the board inclos-
ing Professor Hanus's findings. ii says
Oh the subject of the Moore report:
The report of Professor Moore having
been rejected for reasons already fully
stated to your board. the monographs
which will go TO make UP the report or
the school inquiry which is now sub
mitted will number eleven Gncluding
that Of Professor Hanus). An additional
report will later be received from Pro-
fessor Goodnow and Professor Howe.
but will not be ready for some time. and
is not included within the present re-
port prepared under the supervision or
Professor Hanus.
The Board of Estimate committee will
make public the reports of these men.
each accompanied by summary OF Pro-
lessor Hanus relating to 1t specifically.
from time 10 time within the next few
weeks When all the monographs have
been published and transmitted to the
Board OF Education there will follow a
discussion and consultation between the
committee and the representatives or
the Board Of Education. Subsequently
the committee will form its final conclu-
sions upon the recommendations con-
tanned In the various reports, and VIII
transmit such conclusions to the Board OF
Estimate.
Professor Hanus. in explaining how he
and his experts attacked the problem OF
inspecting and constructively criticising
Ssch a vast fabric as the public school
system OF New York City, said II was
necessary first for them to formulate GER
tain standards Of education by which the
New York public schools might be meas
ured. In enumerating the aims OF pubic
education, however, he expressly omitted
the religious" aim, explaining In foot-
note that, because experience has SHOWN
that religious interests are inseparapie
from ecclesiastical interests. and society
has an institution for promoting both at
once-the Cburch-a democratic society
Ike ours wisely delegates the preserva-
ton and transmission Of religious inter-
ests to the Church"
Sets Standard for Schools.
To come up to the standards formulat-
ed, he says. the city's public educationai
system must provide:
First-The elements Of general culture,
comprising: (a) A satisfactory commana
OF the school arts-the three RS. Cd An
insight into, appreciation of and power 70
deal with % the recorded ideals ana eA-
peNence OF the race: and CD ali worthy
interests Of contemporary life. SO iar "a, AZ
4 -~I 1t
sible and accessible to children and youth
OF school age; that is to say. the schooi
programme programme OF studiesl nJ, MI
cover: ta) The school arts-readine, WITT
ing. arithmetic; Cd language ana liter
ature ,modern and ancienD; CO. history:
government and economies: tdl AT.
pictorial and plastic art, constructive an
and music; (e) mathematics; ~ natuIal
science; tg) manual arts ana doinestS
arts: th) physical education, inciudlng
physical training and athletics; % voca,
'cnal guidance I'm % kindergartehs. ~
elementary schools, with dinerenuateu
upper grades, and well articuIateo WIN
the 90 high schools, having az VIDE
range Of electives administered uhoei
wise guldance) as possible.
second-Vocational training draining
iof SPECIFIC social service) at the upPe,,
10 OF the elementary school In lhdus'r'ai
ana commercial schools, whether calleo
secondary schools or not, in ta) day Vo-
,,ational schools for normal pupils oVsr
fourteen years Of age. whether they have
completed an eight years elementary
school course or not. and who will not go
70 high school: (b) day cooperative and
continuation schools vOcationaD for pu-
liis fourteen to eighteen years OF age
VINO cannot afford or will not take the
iine 10 attend day vocational school;
~ evening continuation schools. voca-
uonsl and non-vocational. for pupils over
alsnteen years of age who are at WORK
turing the daytime; Id Vocational high
sehoois-yocationsl schools Of secondary
Grade ID high schools OF commerce., ",
go schools OF practical arts technicsi
,dsh sc iools): 80 agricultural high schools
~ we'll organized separate departments
~ ~. -, and ca for vocational instruc-
49, ~ general high schools
.,Ar* York City meets the foregoing
ss.anaard OF educational opportunity. only
ssafuaiy, aud IN some respects haroiy al
a'+ Pfofessor Hanus writes.