Newark post. (Newark, Del.) 1910-1969, 1917-06-13
HIGH SCHOOL GRAD
YATES LARGE CLASS
Continued from Page y

the people who make such state
ments, we should have to admit
that everything is all wrong, that
we don't know what we have been
about, and that you have wasted
good many precious years OF
your life. For your sake, | hope
that what they say is not true. But
assuming, as we may, that these
extreme statements are untrue,
all of US realize that there were
never more or greater differences
of opinion about subjects of study
and methods of teaching than
now"
The speaker referred to the uni
versal spirit of unrest that has ac-
companied or resulted from the
great war, to the chaos of ideas
that prevails, applying this con-
dition specifically to education.
'In this hurly-burly and confusion
of the time," he said, sin this well
ter of the elements we must at
least try to preserve our balance.
| would ask nothing more. Let US
not ruthlessly reject the old, the
tried, the much-abused or hastily
adopt the new the possibly attrac-
tive program. To enforce my
point, let me give you one illustra-
ton only. Not a few people in
these latter days think formal
English grammar-the subject of
grammar with which l trust the
members of this class are at least
on speaking TRANSITIONAL gram
mar should be omitted from the
secondary school curriculum.
Some of you will doubtless say
Amen Mr.. Flexner who is large
ly responsible for the interest
which attaches to what is COM
monty known as The Modern
School believes that this subject
of study is necessary for the pur-
poses neither of mental discipline
nor of correct speaking and writ
ing. He would accordingly drop
this study from the curriculum.
On the other hand there are
teachers of wide experience who
believe that this study is absolute
ly fundamental and that much of
the present-day slovenliness in
speaking and writing follows a
neglect of this important subject.
I have found, in my experience as
teacher, that the boy who has
had thorough grounding in this
subject will, other things being
equal, have the least difficulty
with his English when he comes to
college. But do not wish to press
the point here. I am not advocat-
ing one program or the other. |
am only trying to present the
marked divergence of views and
t. suggest the necessity of look
ing long and clearly before we
leap. You young men and women
will have to face, ere long, just
such problems as have suggested
here. Don't discard something
that has been of great service to
you before you have something
equally as good to take it's place.
The proof of the pudding is in the
eating.
eff you were to ask me what a
high school education should do,
/ should answer without hesita-
tion-'It must start the boy or girl
right This is one of those alb
stract statements which don't
mean anything-if you take it by
itself. | will try to apply it,
There are certain tools of know
ledge which we are all agreed the
pupil should have and know the
use of. He must be able to read
and write; to spell the common
words of ordinary speech: to ex-
press himself clearly in talking or
writing; to figure correctly within
the limits of everyday need; to
know something about the world
in which he lives. Six fundamen-
tai subjects every high school
graduate should have at his COM
mand. 1t matters not what else
you give him; he must have these
reading, writing, spelling, COM
position, arithmetic, geography.
''It is just possible that some
of you don't agree with me even
on this idea. AS l have said be-
fore, there are all sorts of opinions
about education. Well, | think