The Manchester journal. [volume] (Manchester, Vt.) 1861-current, 1914-01-29

DOMINATION If the college has unquesonaby brought many benefits;
1t has chief lever Standardization OF courses ana sec
ondary education that respects precious
achievement would wish to back to the ondohs t
preceded the sound development of secondary
the future the be freed from college control Inc
college should secondary school, but its domination
should through the teachers What the secondary ho
primarily curriculumleast OF all coegenaae anu
college guarded urrum-but good teaching This not to say
that the with but that must be
and improved by themseeskd teachers IN dect
contact with problems The subordnaton oil the teahr
TO the curriculum the curriculum be ubordnad
to the teacher real The existing emphasis
non the curriculum with points credits and to be
its arbitrary its logical balance OF STUDIES
has gone far meaning of education as process Oh
choosing applying those things that will secure the strongest anu
most profitable child The curriculum should not De
screen to s not fit its meshe but storehouse from
which sku may tools wherewh to fashion his mate
rial The important thing the skill with which the teacher selects
and applies the TOOLS due to his insight and technqe
failure poor judgment his part much oener h poor
stuff in the pupil .,
Most high schools this rigid mechanical curriculum
wrongly conceived and wrongly because the influence OF the
higher institutions high schools exception Inc con-
dtons indicated by the practice of the first year In
accordance official of study nearly every hgh schoo
frstear pupils Ia Is years of age TO dvde the ~
equally Latin English algebra and ancient history
Substitutes noted above 64 per cent OF tne
freshmen induced to take it. Several principals
spoke pride the large proportion of rstyear pupils wh hey
had Latin Others recommended single year Oh lh as
the best possible disposition of time both mental discipline
and for its effect English This attitude Illuminated by the fol-
lowing facts The class loss of about 80 cent
in its progress through high school Besides this absolute loss an
as measured by 9l2 sustained relative loss
during the Of all graduates in 1872 however,
only 1s per college This approximately per cent
of the entering Only 80 cent of these offered Latin Tor
college only portion of these last was an an
absolute prerequisite that continued college, According there
fore available have out of every 100 entering STU
dents SO taking Latin subject that only Is of them will pursue
through high school, that only will use for college entrance and
that perhaps college to the point where alone IN he
opinion labor spent is justified No one may dog
Matte where expert opinion differs so widely The writer
however frankly the belief ~ that only unusually sympathetic
and mind at appreciation OF Latin authors as
literature reading them college, O that the study OF the
language itself high of marked value only when con-
Quoted by trained the large majority OF the
secondary not @ that much OF the
value Latin teachers to the study the language hgh
school that they confuse the results OF their own
wears study what must of necessity be TO the
student of the initial stages and W that given
staff teachers information and training but OF relatively
high potential teachers stimulating and
essentially valuable reaction be secured by them In Engsh
history subjects than Latin The differences from THESE
premises that pupil should be entered oear atn
course without elaboration and weighing OF probab
and that group pupils should be forced through an ucongen
and comparatively for the sake OF the con-
venience of one or two .
Algebra required practically all yar students AS taught
at present it thoroughly systematic and decisive To sen
npisj hasn