The sun. [volume] (New York [N.Y.]) 1833-1916, 1914-07-19

I lea. We are quite certain that no
school subject can be regarded as an end
In itself. but does II lend itself to a COM
plete scheme OF education? We realize
full well that we are living In an age OF
acute transition when nothing Is sacred
, because II Is old not age but utility Is
the tombstone. We know all too well
that our methods very often are thos-
OF the rule OF thumb, and we are strug-
Cling after. II haply we may find. a basis
OF scientific knowledge upon which to
rest our method. To say that our prac-
tice has always followed a certain line
OF procedure must cease to be justihca-
ton. We must discover more purposeful
and far wider aims. and we must broaden
the range Of adaptabllity. The paying
public Is demanding OF us an accounting
OF our stewardship. and II behooves US
TO Get our houses in order and take an
account OF stock. We must prepare to
throw overheard our schemes OF limited
adaptability and methods empirically de-
rived.
Every subject must present itself at
the bar OF competent opinion and plead
for Itself. One OF the hrst questions
asked will be, Does It funotionr Is It
true that many OF the subjects either DO
not function In themselves. or that they
are presented too much with reference
to their pure aspects without regard
to their application In contemporary life
and activity Do they function In life
social and individual as II Is NOW lived {?
Do they reveal results In terms OF ideals
and knowledge In action7 What part does
the study OF Latin play In tho liberal
| education OF American youth? Latin
Justify thy presence In q twentieth CEN
fury American high school curriculum |!
What are the prevailing study OF physics
OF chemistry, and OF biology to do with
liberal educat,onf
These are tho days OF accounting.
High lrhnDl kssienAA4 What
render3 History. you too are on the rack.
Perhaps we feel vaguely that In history
II anywhere should be found valuable
means OF education. a knowledge OF the
past should save US from mistakes in
government In the present and the future.
Have poorly adapted methods, a pedagogy
empirically derived and failure to recos-
nize present social conditions rendered In
/ fertile the soil where we expected to reap
a rich crop OF ideals and patriotism7 Why
should history be presented In chrono-
logical order beginning with the history
OF ancient Assyria and Babylon7 What
! ultimate objects are to be obtained in
! teaching to first year pupils Greek and
! Roman history. especially when this Is all
! the history most OF them will ever study :?
Why Is the learning OF this history more
] important than the learning OF other his
tory? Can we guarantee that this years
work will function in knowledge, power
and culture7 Every subject IL up for
discussion. for examination. for accept
ance or rejection.
We have reached a transition period
in education. period demanding read
Justments. Unfortunately, we have not
at hand the knowledge scientifically de-
! rived. that will throw the necessary light
! upon these perplexing problems Changes
must be made, but exactly what they
should he and how We shall remedy pres
ent defects are not entirely within the
: limits OF our present knowledge. We
must proceed too largely upon belief
rather than conviction. We are like a
1 business house which nnds It necessary
| TO remodel tho building and still carry
on the business at the old stand. We
| cannot remain stili while changes are be-
| ing made. for the work OF instruction
| must go on. The clearer definition OF
aims, the search for a scientific basis OF
me thod. the testing OF each subject for
Its functioning power. richer and fuller
service to the community, separate courses
OF study for boys and girls. flexible cur
riculums, shorter courses. more types OF
high schools; these are all suggested so