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

regarded consciously irregular and subject apology This
the college has unquestionab brought benefits
chief Standardization
onary acquired unity respects precious
would wish to back to the conditions that
preceded sound development secondary education
the future the curriculum must be freed from college control The
college secondary
through the teachers What the secondary school
primarily currcuum-ast of all coegemade and
guarded curricumbut good teaching This not to
that the be with but that must be controlled
improved hemselvesskd teachers direct
contact with the problems The subodnaton of the teacher
to the curriculum must reversed and the curriculum be
to the teacher there is to be real progress The existing emphasis
the curriculum with points and credits and to be
covered its arbitrary standards and its logical balance of studies
the education
choosing and applying those things that will the strongest and
most profitable reaction child The curriculum should not be
screen to t out all who 90 not fit It's meshe put from
which sku teacher tools wherewith fashion his
rial The important thing is the skill with which the teacher selects
and applies the toos success due to his insight and techne
failure indicates judgment his much oftener than
stuff in the pupil.
high schools this rigid mechanical curriculum
and used because of the influence of the
higher institutions Vermont high schools exception The
dlons indicated are Illustrated by tne pracce OF he h year.
accordance with the official study nearly high school
asks its rstear pupils Ia Is divide their time
equally between Latin Engsh algebra and ancient history
Substitutes for Latin but noted above Sd cent of the
freshmen 23 had been induced to take it. Several principals
spoke win pde OF he large proportion pupils "no 'neS
had enrolled Latin Others recommended single of Latin as
the best possible disposition of time both mental discipline
English fol-
lowing The class 1912 sustained loss of about so cent
its through high school, Besides this absolute loss Latin
measured by the four classes 19213 sustained relative loss
during the of % cent? Of graduates 1912 however
of the Only 80 of these offered Latin for
college entrances and for only portion of these last Latin
absolute prerequisite that continued college, According there
fore to the best data available have out of 100 entering
dents SO taking Latin subject that only Is of them will
school, will college
that perhaps will continue college to the where alone the
the labor spent it is justified No
Matte point where differs widely The writer
however, frankly the belief O that only unusually sympathetic
and industrious mind arrives appreciation Latin authors
before reading them college, ) that the the
high school alone marked value only
teacher informed the of the
secondary school teachers (3) that much the
value attributed by Latin teachers the study the language high
school alone unreal and that they confuse the results of their
study and assimilation for what must of necessity be to the
student the returns the initial and 4) that
staff teachers of information and training relatively
high potential most American teachers stimulating
essentially valuable reaction be secured by them English
history scientific subjects than Latin The differences from these
premises would be that pupil should be entered uryear at
without considerable elaboration weighing of probabilities
and that pupils should be forced through
and comparatively useless the sake of the
venience of two.
Algebra required of practically all students AS laugh
at thoroughly systematic and decisive To sens