The Bennington evening banner. (Bennington, Vt.) 19??-1961, 1914-01-27

regarded consciously irregular apology This
domination the college has unquestonay brought benefits
has furnished the chief lever Standardization of and
ondy education acquired that precious
would wish the conditions that
But the development secondary education in
the future the curriculum must oe freed from oege Inc
college dominate the secondary its domination
through the teachers What the secondary school
not primarily curriculumeast of colgemade and
coegeguaded currcumbu good teaching This not
that the with but that be controlled
improved the schoomen themsed teachers direct
we problems The bordnaon of the teacher
to the teacher if there to be real existing emphasis
upon the curriculum with its points and credits be
covered it's arbitrary standards and its logical balance studies
has to obscure the real meaning OF education process
choosing those things that will the strongest and
profitable reaction child The curriculum should not be
M all who do not fit its mesh but storehouse from
wherewth fashion his
thing is the skill with which the teacher selects
applies tools insight technque
failure indicates judgment his much oftener than
stuff in the pupil.
Most high schools suffer from this rigid mechanical curriculum
used because the influence of the
higher schools exception The
dtions indicated are Illustrated by the practice year
with official study high school
asks its rstyear pupils IA Is of divide their time
grammar English algebra and ancient history
Substitutes Latin above of the
freshmen 1928 had been induced to take it. Several principals
with pride of the large proportion rstear pupils whom they
had enrolled in Latin Others recommended single of Latin
the best possible disposition of both mental discipline
and for its English This attitude illuminated by the fol-
lowing of about
progress through this absolute
by the 1929 sustained relative loss
only IS went college, This approximately
the Only of these offered Latin
college entrances and for only portion of these last Latin
prerequisite college According
the best available out 100 entering stu
dents SO taking Latin subject that Is of them will
through the high only will college entrance
that perhaps will continue in college to the point where alone the
opinion of the labor spent is justified No dog
Matte point where opinion differs widely The writer
frankly the belief O that only unusually sympathetic
and Industrious mind arrives appreciation of Latin authors
literature before reading them college, 0 that the study of the
language itself high school of marked value only when
Quoted teacher informed trained the large the
secondary school teachers America @ that the
value attributed Latin the the
school alone unreal that they confuse the results of their
study assimilation for what must of necessity be to the
student the returns the initial N that
staff of teachers information training but of relatively
high potential American teachers stimulating
history scientific subjects than Latin The differences these
would that should be entered
without considerable weighing probabilities
that pupils should be forced through
and comparatively useless for the sake the
Algebra required of practically all rsyear students AS taught
thoroughly abstract systematic and decisive To
tive emotional unsystematic pupils has How much it