Burlington weekly free press. [volume] (Burlington, Vt.) 1866-1928, 1914-01-29

CnooIS), WneCner cat IL can b e measured with nicely, or because
of a tendency to consider it the critical subject of the course, o. because
it furnishes a more certain psychological basis for the discrimination
of ability.
Latin grammar and algebra ar plainly more or less technical sub
Jects' They may be interesting, but it would be unfair to expect them
to reveal and explain to a youth his human environment, to quicken
his insight, O. to stimulate his will. These effects must be obtained,
if at all, from English and ancient history. English instruction, as
conducted at present, consists of grammar, composition, and reading.
In grammar the work includes analysis of sentences according to gram
NAUTICAL principles, the study of grammatical and rhetorical expression,
and their formal application in composition. In composition much writ
ing is prescribed, extensively corrected by the teacher and revised by
the pupil with the expectation of developing facility with some degree
of accuracy in the use of rhetorical forms. In literature recognized
classics by Irving, Whittier, Macaulay, Shakespeare, Kingsley, Cooper,
and Homer are studied and discussed to arouse an interest in reading.
Few teachers were found, however, who felt that these ends vel accom-
phshed to any appreciate extent. The instruction in English involves
considerable machinery, which is operated with much pains and devo-
ton; it undoubtedly has some good effect. But the longer one watches
the operation and observes the results upon different types of pupils.
the surer n becomes that the avowed aim and emphasis of the course
s wrong. 1t stands for form for FORMS sake. It's devices n focused
upon technique rather than upon the content that gives the technique
Flgnlhcance. We would scarcely teach a lad table manners by arranging
between meals an elaborate outfit and making him 20 through the
Forrect motions, but neglectng him entirely when he actually eats.
Some yield to the treatment and take n interest in the conscious arti-
iciahty of the proceeding. Some with considerable literary background
md initiative may even be largely helped by it. Less adaptable but
Fncere pupils who respond vigorously to a genuine stimulus are bored
" the artfcaity of the practice, and refuse to be imposed upon. Yet
ii are treated alike, and are marked high n low according to their
eaction. There is an occasional teacher who, in spite of the curriculum.
makes the most of the English teachers rare opportunity, and manages
o flood the course with interest from all sources. These are teachers
indeed, and more could become such if allowed to treat the curriculum
a servant instead of as master. Less English grammar as medicine
nd more good English as a medium, much less correction by the way
nd much more appeal, conviction and sense of significance, would lead
b a very much higher degree of correctness at the end. A course
rowded with information valuable for its own sake, drawn from all
elds of literature, and accompanied always by abundant oral expression
DISCUSSIONS, applications, and interpretations, such a course, in
1arge of the best teacher to be had, would begin to fulfill the real obi
alton of the school to the pupil and in such a course every pupil would
nd his place. AS for the classics, it is to be feared that they arc
Ffeating the very purpose for which they are used,-"to arouse an
Pterest in reading" Dissected and discussed perfunctorIy according
requirement., they associate themselves chiefly with that process and
S sequeL-testsa and marks. Moreover, many of them are much further
eyond the modern youths horizon than is generally supposed. No
put but that on a broad basis of more intimate and immediate inter-
its the way could be paved to a intelligent appreciation of many of
lem, but their sole use as a reading program, as at present, or even
Pelr primary use, seems more likely to ensure a dstaste for literature
ian its appreciation. At least one duty of the English teacher would
EN- to be to explore with the pupil and to display to him the charac-
rstics of the resources of literary satisfaction that he may reasonably
expected to resort to on leaving school. A healthy taste in this field
pld bring great reward.
The last recourse available to the youth in search of light on his
venture is ancient history. Over 80 per cent. of frstyear pupils
1911-12 were coming up for this five times a week. The study con-
ts of a systematic review of the worlds history, chiefly political,
ON early Egypt to 300 A. L, as outlined by the Committee of Seven
1899. 1t is presented in various textbooks, most of which endeavor
emphasize points recommended by the committee, but which also
We a systematcs survey in some form, lest the book be ruled deficient
completeness. If given COMPREHENSIVE, as was evidently contemplated
the committee, and under conditions which prevail in the majority
Vermont high schools, this course can be nothing other than a peda-
gial monstrosiy. How can a teacher fresh from college, having
rty-fve classes per week of instruction in four or five distinct fields,
N having usually Itt1a formal roparatiOn in apciant biptory oLo,