New-York tribune. [volume] (New York [N.Y.]) 1866-1924, 1916-04-14
"A MODERN SCHOOL
Much of Our Ordinary Curriculum Only
Symbols and Sounds.

To inc Editor OF The Tribune.
Sir: The following easily recognized pr.r
ciples Of education drawn from my outline
Of now psychology for teachers clearly
show substantial reasons FOR the substitute
Of school curriculum in our education en-
deavor that shall unquestionably deal "ih
life and the work OF life. DO place OF CERTAIN
traditional subjects long current IN our
school programme. dealing for the mos par,
If not exclusively with bare symbols anG
sounds:
In the first place as well established "'
get an exceedingly large portion OF ou'
knowledge through sight this amounting
a very high per cent: A VIC yak Gown 'n'
street in the morning as We move ABOUT ="
our daily work-we sec unety-nine tnlhg'
abou. us TO perhaps one that We near
Images from other sense organs lafgeE U'
come vital and real-only when TRANSFORMER
into images Of sight.
Tho three means Of getting knowledge 0!
sight are these: Cd print, ~ pictures '''
real objects or life.
~ From print, largely books conss'lhs
II printed symbols mere apologies 'O' -,
real objects. at best-we get eonie'''Ts a..
tho least satisfactory images oil all
read. for example, admirably written OVV'
Of travel. crowded with descriptions o. 49,
kind. but the great mass Of kno"leos. ""
derived Is obscure and fleeing soon io's'
ten and lost. Yet merely printed "0'1
pages. followed by more from the ''a.
Inns. fairly describe our educstioha' e"'''
and is the most that our children ge]
(2) Pictures. illustrations and diagram
afrording some approach TO real oV', :,
though still unsatisfactory. rank secOnu
no;nt Of value. and help yitslize the p's'
Pictures for all purposes IN the seh0'''N,
including the use of illustrations tne u'' :,
the stereopticon, and especially the use
the motion picture, approach IN SOME "'
ure. the object We seek. -.
49, From real objects or life the o's'I'.
source superior 10 all others
acknowledged and approved-bu, sun ~
dered meagre or impossible, from 'ne "@'
Of the curricula we have. Industrial "''
nical and scientific training. from the nov -.
of their content, add greatly to the P-F
acquisition Of knowledge, IN VITAL al.
fective way-but very large portion o. v,
present curricula-far more thsh nS'
something like barren and lifeless-'h ..I
main, long and tedious years Of
pages. supplemented with barren "0''s
The regular daily programme OF many 'ss~
ers consists wholly of symbols ana s0""S
symbols and sounds are the on'y ~
ments-these. and nothing else. Inc s.
indorse them. True. we have been s"'"
ing to get more of the outside ~ond '"''s
the schoolroom. but il we are ever "
coed in our purpose We may nave
the children outside. This has oeSu"'
To what exent the persistent ana 'V"s
continued study of languages ana i''e'' 80,
not only the ancient. but the mode'"
,aught-to what extent the STUDY %
tories. not only the ancient that s'''' ~.
place for college admission, but o'ns' 90,
tories AS now taught and 10 "hs' e.
advanced algebra and higher mS'n'"N,
arc but a liberal exchange oil pare 'hls
and sounds. productive of but itte 49,
results let each one Of US VINO -, Cor
ested in the work of education de''''
himself , rlex.
The report prepared by Mr.. Abrans" N,
ncr for the General Education bos'u .,t,y
Rockefeller Foundation. which was w.s,rn
discussed in your editorial, AM.
School," of April {. calls for 'neS' .h,el
identical changes in our prese", i;,,le
courses Of study. and there can be ou' mol,
or no doubt whatever that the 80.
movement in the matter of modern edu' !.
,ionsI eurrieula has for some time been ;,
this direction. and that It Is no"
steadily on in this very same Inc. nm
HERBERT L. wlLbos
Riverside. Conn. April Z 1914