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

abstract of
and society which clearly with nothing
modern speak dates pochs learned for
nation and promptly forgotten AT the period visitation the
dealing with the SO A. d. and least three occasions
the details regarding Gaba 0ho Veus rehearsed
faithfully though Julius Caesar had been under discussion In three
other classes different atmosphere prevailed Breaking from
the textbook the teachers here reproducing picturesque
and significant and making them hrob with life to class
that absorbed interest Only thus has this difficult value
education requires teachers with me training and imagination
to be but it requires also vision their part that
from each pupil is their great object and not the satisfaction of
threatening curriculum.
The foregoing criticisms of the first year whole
not be taken sweeping denucan The considerations urged
however believed be valid basis for the conclusion that
greater attention upon carrying
prescribed and ordering work within planned than
spent securing for child that what he needs
adapting its material the conditions Of his
assimilation
the curriculum
high regard fail
in the 19l112 The chances of failing in subject that
year four schools nearly chance four
another school, the percentage of failure going high 26 with
unlikely that this considerable
differences in the children in these localities
sens rather the widely varying tension the curriculum acting without
correlation with differences Of preparation the pupils In city practice
social policy certain uniformity and the real question evaded
by arbitrary passing perhaps 80 per cent of each practice
morally questionable alike for teacher and pupil This not the case
these smaller country schools They appear the honest
variation inherent present educational standards The problem
difficult that the development improved
standards solve From another point of
the problem of failure school is in urgent need of immediate
radical treatment the nature of which is In school system
central purpose the appropriate educational treatment
child his capacities and disposition the problem
of how many pupils justified failing would scarcely
appear all To-day the blight that call failure is allowed to
gather and harden into persistent mental attitude pupil with
his school, algebra Latin from
times This certainly mistake and it is to be hoped that
the future brings resources we shall learn to discern the
beginnings of failure order for change of treatment and that
the facilities and the wisdom make that change with
confidence and and at
fundamental therefore greater freedom and
elasticity order meet the individual pupil This established there
pressing need that the curriculum be expanded to meet the enlarged
function of the presenay school, Planned originally for but
type of time when the of secondary education had
attained it's its to-day
meagre and insufficient At time chld life when he is most
stimulated and permanently influenced by the reality of his surround
him through the amportan first two
treatment that exclusively bh and be nothing
half botany the sole exception state whose
social problems bound with agriculture Vermont has
high school curriculum that appropriate to metropolis Less than
of the pupils Vermont high schools college, but the
that the colleges require them crowd out from the curriculum
instruction. aside from commercial branches that might
make the other nneens of the students happier and efficient
their future occupations whether they be farming business teach
making the Of education
these preached and places
already initiated Vermont.
Of these subjects commercial education the Oldest and best
understood In 19112 1863 cent of the enrolment were in