Orleans County monitor. [volume] (Barton, Vt.) 1872-1953, 1914-01-28

regarded irregular and subject to apology This
of college unquestonaby brought benefits
chief Standardization of and
onday that respects precious
achievement go back the conditions that
preceded development secondary education
must be freed from college control The
college the secondary it's domination
should through the secondary school
primarily curriculumleast Of all coegemade and
coege-guarded currubt teaching This not to
that the curriculum be done with but that it must be controlled
and improved by the schoomn themseed teachers in direct
with the problems The present subordnaon of the teacher
must subodnated
teacher there be progress existing emphasis
upon with POINTS, credts" pages be
coveed it's arbitrary standards and logical balance stu
gone the meaning
choosing applying those things that the
most profitable reaction in child The curriculum should not be
sft meshes,
which fu teacher select tools wherewh fashion his mate
RIAL The important thing the skill with which the teacher selects
applies the o is due to his insight and technqe
failure poor Judgment on MS part much ne than poor
stuff in the pupil
high rigid
wrongly wrongly because of the influence the
higher institutions Vermont high schools exception The
dons indicated illustrated by the practice of the first
accordance with the official of study nearly high school
asks its year pupils IA Is divide their time
equally between Latin grammar algebra history.
Substitutes for Latin noted above 81 cent of the
freshmen 1928 had been induced take it. Several principals
spoke with pride the large proportion pupils whom they
had enrolled Latin Others recommended single OF Latin
the best possible disposition of te both mental dscpne
and for its effect English This attitude Illuminated by the fol-
lowing cent
it's progress through Latin
measured by the four classes in 19123 sustained relative
during % per of graduates 1872 however,
Is went to college, This approximately
of the entering class Only 80 cent of these offered Latin
college entrances and for portion of these last Latin
absolute prerequisite that continued college, According there
FORE the best data available have out Of 100 entering
den So taking Latin subject that Is of them will
through the high school, that only will for college entrance
that perhaps will continue college to the point where the
opinion of many the labor spent justified No dog
Matte point where expert opinion differs widely The writer
however, frankly the belief CD that only unusually sympathetic
and industrious mind arrives appreciation of Latin authors
literature before reading them college, ) that the study of the
itself high school
Quoted by teacher informed and trained the large majority Of the
secondary school teachers America not @ that much of the
value attributed by Latin teachers the study the
school alone unreal and that they confuse the results of their
of study and assimilation for what must of necessity be to the
student the returns of the initial and N that
staff teachers of information and training but of relatively
high potential most American teachers stimulating
essentially valuable reaction be secured by them English
history scientific subjects than in Latin The differences from
would be that pupil should be entered Latin
without considerable elaboration weighing probabilities