Evening star. [volume] (Washington, D.C.) 1854-1972, 1929-07-07
EDUCATOR DER|DES
USELESS STUDIES
Professor Sees SocioIogists
Retarding Progressive Work
With dead" Courses.
sp.ci.l plspsteh to Tn. star.

NEW YORK, July educational
eociologists are restricting their endea-
vors to formal school curricula and
are generally failing to act as pro-
Rressive force In education, according
to Prof. Philip W. L. Cox Of the School
Of Education of New York University,
whose report on educational sociology
and social education prepared for the
year book of the National Society of
Educational Sociologists was made pub
lie yesterday.
DR.. Cox, who was formerly principal
Of the Lincoln School at Teachers Col
lege, Columbia University, said that al
though Sociologists should be leaders In
fostering a broader educational outlook
they have proved as narrow minded as
the most orthodox schoolmaster. He
said that fear of public criticism was
retarding the advancement Of educa-
ton In this country more than any
other consideration.
Disregard Child's Contacts.
Psychologists have impressed upon
u.s." said Dr. Cox, that the child learns
far more from the social and physical
world in which he lives and to which
he constantly adopts himself than he
learns from the formal school in which
he studies and recites his lessons. In
its formal program, however, the school
has continued to act as though its
pupils began education each day at Q
o'clock IN the morning and at 2 or 8
In the afternoon put education aside,
except for homework.
ut is not altogether to be wondered
at that SchoolmaSterS should not be
ready to disrupt their formal programs,
entangle themselves in the confusion
of readjustmentS and risk the almost
unacceptable criticisms of the public,
which is so often unintelligently con-
sentative.
1T Is disappointing, however, to find
that SociologiStS, who should be seeing
the broader education of life clearly
and interpreting social needs and forces
for the school, are restricting their en-
beavers to the formal school,"
Need Broader Outlook.
''They worry themselves about what
should be taught in history linguistics
and mathematics" continued the pro-
fessor, when they, of all educators,
should know best that the formal cur
riculum Is an unimportant instrument
of education. Educational sociologists
should. give stheir major attention to
social education In the broad sense of
the term"
DR.. Cox said sociologists should be
studying the effect upon young people
Of gangs, professional athletics, college
games, the church, social organiza-
lions, soda fountains, corner hang
OUTS" poolroomS, movies, dances, news
papers, magazines and the myriad other
Influences outside the schoolroom.
He said that otherwise active and
progressive educators still cling to the
belief that there Is a mysterious inner
ent value In Latin and other impracti-
NmI afaIH NNtiIl all
Of great value to the student.
Blind Faith DistOrts Thought.
ain our school practices and in the
educational PHILOSOPHERS of most Of us
teachers there are considerable guam
titles of unquestioned faiths in the
mystic powers of subjects. To some of
us 1t may be clear that Latin does not
automatically make the student
healthy, wealthy or wise, but we are
likely to believe that music or art or
physical training will do something of
great value for children. This is an
underlying mystic faith which sooner
or later distorts most educational
thinking. Hence, otherwise active and
progressive school men identify them
selves with those who are inert"
DR.. Cox said that the curriculum
should consist Of meaningful activities
through which facts, habits and atti-
OuOCo CdII NC UduSIlU, dIlQ UlhU
and desires OF children are much more
significant than present knowledge and
skill. 1.-THE detectives Of education
knowledge, interests, ideals, habits and
powers which are characteristic of ap-
proved child and adult practices
should be reached by projects or ac-
Invites in which pupils engage eagerly"
Urges Elastic CurricIua.
"Only In rough outline is a ready
made course Of study feasible, II 1t is
to be used as a basis for pupil activ-
tiles" according to DR.. Cox. 1T is
fear that holds us back-fear Of COL
1ege entrance requirements and fear
OF public criticisms from those who
may blame the school If their children
do not get into college. College en-
trance difficulties embarrass us only
because we muddy up the water by
various extraneous matters.
If only is per cent of our senior
high school pupils elected formal math-
ematics we could cover more ground,
maintain high standards, and have few,
II any, failures. This is equally true
for English grammar, laboratory sci
ence, college preparatory history and
foreign languages.
Unfortunately we have many teach |
erS under tenure who cannot, or will |
not, teach anything but abstract |
mathematics and other college pre-
paratory subjects. So we encourage the |
election Of such subjects by pupils so |
rs to furnish classes for these super |
numeraries. And then when these ILL |
advised pupils fail we and our teach |
ers complain.
Points Way to Progress.
High school education with all its |
novelty and embellishments has I'D to |
the present been unable to shake of |
the dead hand Of formal requirements
and traditional academic subject place. |
ment. Until and unless 1t does so, it |
must fail to serve the youth and the
democracy whose servant 1t is. Most
of its difficulties are of its own making;
they can easily be solved by reasonable
energy and clear thinking.
I'm the curriculum Of the future
each child will be helped to develop his
individuality through positive success
full contributions to the school, to his
family, to his companions and employ
ers and to his community"
nnCn1TAI Tn CTnIIE