The sun. [volume] (New York [N.Y.]) 1833-1916, 1914-07-12

years to elementary. four years to
secondary and four years to collegiate
education, was not based ON any rational
theory, but was rather the result OF acci-
dent. Each type sprang up In large
measure Independently OF the others, In
response 10 distinct social demands, and
"a satisfactory adjustment Of these inde-
pendent parts to the needs of coherent
and efficient system of education has not
yet been made.
'ln no other country Is a similar or
gauization found. Germany may be cited
typical. with three years devoted TO
elementary. nine years to secondary and
four years to university education. The
American college, with two years OF sec
ondary work and TWO years Of university
work. is unique. 1t is a significant fact
that the JapAnSse. ~ho have shown won
dsstul sbill In selecting and adapting TO
their needs the best in Western ciVi,iIa-
ton. have modelled their new school sys-
TEN not upon ours, but upon that OF
European countries While there lie
presumption In favor OF the majority the
Ultimate test to be applied to these differ
ing types OF organization Is that OF efii-
cheney.
Counting 23 years ms the aver
age age for completing the college course
the average age Of students entering col
lege In this country is seen to be about
10 years, which, In the absence OF
more exact knowledge. may be assumed as
about the average of graduation from
high school. The average age OF gradu-
alton from the German gymnasium %
about 10. The gymnasium course Is
generally regarded as equal in content to
our high school course plus two years
OF our college course. With this assump-
ton Il will be seen that at the close OF
the period OF secondary education our
youth are about two years behind those
OF Germany. While It Is not possible to
test for purposes of exact comparison the
training received by the graduates of our
high schools with that OF the German stu
dent with two years OF his gymnasium
course stll before him, II Is probably not
Tar from the truth to say that not merely
in relative time but also In actual intel
lectual tranging our high school gradu-
ates are two years behind those at the
corresponding period in the German
schools.
Now. from the point OF view OF eff
cheney this apparent waste OF two years
10 n matter OF prime Importance. What
are the causes OF waste? Where does 1t
occur? How may 1t be checked?"
These three questions Of great educa-
tional significance are asked by Principal
Franklin W. Johnson Of University High
School University OF Chicago, in the cur
rent issue of Popular Science Monthly.
Fortunately Principal Johnson supplies
answers to his own questions Con-
tnulng, he says in part:
"Of first Importance among the causes
OF waste is the lack OF coordination be-
tween the separate parts OF our organiZa-
ton Until recently the requirements which
the college has made upon the high
school have not been based upon any
comprehensive view OF the ncreasinr
scope and Of the methods OF secondar'
education. College courses have not beei
built upon the work Of the high school
College instructors have failed to utiiZ"
some OF the training which the SUDDEN
has received and have complained loudly
over the lack Of what they have as
sumed a high school ought to give. An
attitude ~ SUP. ror wisdom has FUR
nished cloak by which college in
s.ructors have concealed their ignorance
Of educational theory and practice. Buy
with the changed attitude on the part OF
the high school teachers from that OF
comnla!sant acquescence 10 college donll-
r,tIon TO one OF bumptious otticiousness
we have suddenly come upon situate
that Ia full Of promise for Increased
efficiency through better understanding
"Arotbor source NJ waste Ia FOUND IN
the character and training or our tea,n-
are This will he seen most clearly bv
a comparison with the situation In the
German schools Candidates for positions
IN German secondary schools must hold
certificates for n full course In one OF the
secondary schools and mus nave done
three years work in n German university.
The doctors degree is not required nut
,s held by n large number. searching
examinations are required OF all 10 de"
terrnine both the preparation for teaching
epecial subjects and also the professionai
fitness OF the candidates. The latter ex-
animation includes psychology phlIos-
onhy the history OF education and the
principles OF pedagogy. Three grades OF
positlons are recognized, each with It's
corrcsponling examination. These eN-
aminations presuppose n more extensive
training in the specific subjects than IS
required OF teachers In our high schools.
II Is obvious that only those with profess
sional as we'll as specialized training may
md a place among the teachers or the
German secondary school But the passing
Of the examination is not all that II re-
uulred of a candidate for a gymnasial po-
sition. In most parts OF Germany he Is
required 10 spend two years In further
preparation the seminary year tseminar
Jahr), usually In connection with some
gymnasium or university, and a trial year
Iprobe Jahr). during which he gives from
eight 10 ten hours OF instruction weekly
without pay, under the guidance OF the
director and the department teacher. II
ne has met the eXacting STANDARD re-
aulred during these two preliminary years
OF special professional training and eN-
perience and has finally presented a sat
isractory thesis OF a professional charac-
ter ne Is given n certificate authorizing
his appointment 10 teach In secondary
school.
- third source OF waste is found In
the short tenure OF position prevalent
among the teachers in our schools. This
again may be seen most clearly by con-
trasting the situation in Germany once
appointed to a position in Germany with
few exceptions the teacher remains in
the came school until he dies or is re'ir' d
on pension This remarkable
permanency OF tenure is made possible
bv the exacting methods OF testing can
didatcs which prevent the UNIT from Sc
curing positions in the schools. Condi-
lions in our schools are in marked con-
tTast.
MANY experiments have been tried in
the reorganization OF the elementary and
high schools and are In more or less
successful operation in various parts OF
the country, These involve such comblna-
tons as "A six year elementary school
followed 10y six year high school; and
q six or seven year elementary school, n
Junior high school of one TO three years
and a senior righ school. All of these
combinations, however, still include n