The sun. [volume] (New York [N.Y.]) 1833-1916, 1914-08-09
School Criticism Often Un-
trustworthy, Exaggerated
and Usually Misleading

ergy IL dissipated, pupils are amused in !
stead or being made to work. while the .
public demands that everything taught /
shall possess immediate dollars and cents
value
What shall he our reply to these
charges? We cannot deny that they are
widespread and often reiterated. That |
they contain a measure of truth which /
we would do well to heed is probably /
true. Americans have the speed mania. /
the get rich quick obsess!on. and naturally
1t Is reflected in our schools. We want
immediate results in education as else
where, we are impatient of the slow
and long crcuited route along which alone
any full development and true cduca-
ton is to be found. Nature has made
this lesson plain II only we would heed
It,
The lesson OF honest and efhcient effort
in all school work We also need to learn
more perfectly. | do not say, however,
the lessons OF hard work and thorough
ness" for our critics ar inclined to soc
virtue In mere hardness or difficulty and
To advocate studies on such grounds.
while thoroughness has too often been
, givcn It's literal meaning Of going
through" task or a course quite neglect
ful Of the place to which It leads. our
aim should he. instead, to make educa-
tlon arrive somewhere and attain some
end an end set up by the teacher. dis
| cernibe and desired by the pupil and OF
value tn society There is no virtue In
hardness per SO or In difficulty per So.
| The virtue lies in the nature OF the in
! terest which calls the effort forth, IN the
| attitude OF the student toward his work.
! and In the nature OF the returns from
/ that effort both to the child and to SO
! ciety.
That thl. type OF criticism IL so wide
spread is not necessarily proof that II is
] hate Ia
vldespread criticism ~ Copernicus OF
/ Calico. OF Darwin and or many others :
but that IL not proof that their teachings
were in error. II IL In large part nut
an Instance OF the conservative nature OF
men and the power or tradition COMBAT
ing all that Is new.
| The doctrine OF formal discipline or ~
general mental training. though largely
discredlted still offers chief support Ia
these critics In their claims for supreme
value Of classical and mathematical
studies 49,
one other argument OF these critics
I must briefly consider, namely, that the
classical course constitutes the best prep
aration for ALL even for those who enter
scientific or practical life. because thelI
best students come from classical SCHOOLS
. but instead Of IL being true that they
possoss superior ability because they have
attended classical schools II would prop
. ably be nearer the truth to say that they
attend the classical schools because they
I possess superior ability. For certainly
/, in the past. and to a large extent to-day
. those who possess the greatest capaclN
: for higher studies are sent to tho classical
schools Nature may deserve the credl'
therefore rather than the classics
In leaving these critics shall We no
, agree AT least to this for some mihd
and for some pursuits strictly clasSlva
:, training IS best for others a scientlhc
= training ls best; for others ard by ta'
= the largest number. those for whom the
a high school must also take the place
n tho college. a broader training thar
!" ci,hcr or these is the best. To be AIDE
auate such training must. 7 believe, IN
n cude at least these four essentials; 81
Z education for health and physical ON
n cheney: go specific preparation Tor
&, vocation: 90 training IN citlzenshl
A rather than teaching about citizenship
= and - education for culture and socl'
- service.