Milford chronicle., 1939-02-17
SEN. RINARD ENLARGES
ON SCHOOL VIEWS
loOnlInued from rlrs. rars,

N~AsAAae1 aAoAA Ehot EhHrf
cussion of the entire subject il
necessary in order to ascertain how
definitely public opinion may be fol
or against such criticisms.
In the first place, | want 1t very
clearly understood that / am inter.
Csted vitality in the subject of Sec
ondary education, not only as one
OF the biggest industries in the State
but as a phase of our American
system that should be of interest
10 every citizen throughout the Uni
ted States. Also I want broadly to
state that l do not contend that there
is no value in certain so-called
"non-essential subjects"
Relative Value Important
i feel that there is some value in
eny kind OF education upon any sub
ject. II is a matter of the relative
value that is most important. My
most vital concern is i'm whether or
not basic subjects are being taught
as thoroughly as they should be or
whether or not they are suffering
from an over-emphasis of general
cultural values as opposed to those
subjects which form a basis for a
sound cultural education.
To begin with, the state is in ex
actly the same position as a parent
in the matter of educating the chill
dren within its confines. As q
wealthy indulgent parent can afford
to send his child to college for an
education. give him a racoon coat
end roadster. money for the opera
Asl Nor.fs IN, Of eyfraflap
character, no one can say that he
should not do so, but il adversely
Oyertakes that parent and his in
come is SO decreased that he finds
himself no longer able to afford
these things, it seems a matter of
common sense that he should cut
down upon the very pleasant but
nevertheless non-essential things in
which he has Heretofore indulged
his child,
4 Circumstances Have Changed
The state is in no different posi-
ton. In the glorious days preceding
1929 and shortly thereafter, when
the funds of this state were ample
TO indulge almost the slightest whim.
little was thought and little discuss
cd about what was good or bad in
our secondary educational system.
No thought was given to whether
we were spending money for some
thing that was unnecessary, but OH
the contrary We prided ourselves
that our state could give almost
anything for the broad purpose of
education.
However, circumstances have much |
changed since then. This state, both |
10 its educational budget as in every |
other, is faced with the reality of |
having to curtail its activities and |
its projects, or exact new taxes, or |
borrow money to continue as hereto
fore. Now IL seems to me, and
think this will appeal to any person
who reasons the matter through, that
education must be shorn. or at least
chrtailed in those things which may
be classed as non-essential. although
they may be highly desirable.
Not A Condemnation
This is not a condemnation of the
study or of the value of art, music
and other subjects whose chief
value may be summarized as cultur-
al. believe that anyone is better
prepared to enjoy life to its fullest
Ly. reason of having pursued the
acquired some knowledge of them.
hut l am not persuaded to believe
study of these things and perhaps
that more than an extremely small
per cent of secondary school STU
dents derive any real value, either
cultural OF otherwise. from the study
of art. The argument in favor of
the study of art advanced by the
theoretical pedagogue is that it
gives to the students a sense of
balance, of proportion, of arrange
ment, and of symmetry. l am firmly
that there is more art
and more orderly arrangement and
more symmetry in the writing OF a
ligible, clear, sensible sheet of Eng
lish than there is in the awkward
attempt at sO-called [
art.
Moreover, / am persuaded from ,
my own experience as student ana I
} teacher, and | believe that most ,
art teachers will honestly admit this ,
TO be true, that at least 95 per cent ,
Of the classes in art regard the
line spent in the classroom as a )
ark and little more. The remaining
i've per cent of the students who take
his course are those who have nat
lral aptitude or talent for art and
we're these same teachers allowed to
lesign class and conduct course n
or those talented few, they would n
lerive an immense value from it, 4
and uninterfered with
~ the disciplinary problems which =
rise from teaching a subject which IL
3 little cared for and not appreciated !,
" the remaining 95 per cent. n
Haven For UnambitlOuS q
At the very best there should be n
10 academic credit given for sup o
riieial brushing against subject d
& this kind. yet art courses are v;
ayen of refuge for the student who C,
3 so weak or so unambitiOus that II
e cannot get a credit in a course OF
hat is of more substantial worth 81
han art. | believe that if the mat n
En- were freely put to the art teach ci
Is, and they were allowed to render o.
decision uninfuenced by admins III
ration pressure that this would be n,
heir verdict and that they would be "
Apply to be freed from the oppress-
'e load of uninterested students
'ho find their way into the class
pom only to add to the disciplinary al
roblem and proper conduct of the IL
lass which really does benefit few, al al
ut only a few. n
mt 49,