w t im Return this book on or before the Latest Date stamped below. University of Illinois Library MAH L8 I95‘, APR 27 F r L1M — H41 EDWARDS BROTHERS Mimeographers of Preliminary Books, Outlines, etc., for College Men throughout the United States and Canada. ANN ARBOR, MICHIGAN , . . V, J3 7 3. / 7 H I 94 - y yYC <- . 4 - ,6 INTRODUCTION For many years I have felt that in our educational courses, Tie have not been emphasising sufficiently those studies which were regarded formerly as valuable in the training of the mind. V/e have allowed too much stress to be laid upon subjects, which, even if mastered, offer but little mental discipline. Too many subjects designated as vocational, manual, commercial, pedogo- gical, etc., have been forced into the curriculum and these subjects have been emphasized far too much in proportion to their educational value or practical utility. I further believe that the young people of Cincinnati are not receiving as good an education as it is possible to give them with the same expenditure of money. Why at the age of seventeen are our pupils three years behind in their studies those of England, France and Germany? What have our pupils to show as an offset for these three lost years of study? I have had unusual opportunities of studying in Paris, Berlin, Cambridge (England; and America the conditions of which I write: I was for a number of years in charge of the affiliation of schools with the University of Cincinnati and I have served on many committees which considered the courses of studv in the University. The following two papers have been prepared as a study of the conditions as they exist in our schools. It is easy to test the conclusions that I have drawn; and I trust that what 1 have written may be of some use to those who have charge of our educational system. During the next ten years let these gentlemen improve the scholarship of our schools as much as they have improved the buildings and physical conditions dur¬ ing the last ten years . In this they will find a hearty co¬ operation on the part of the professors, teachers and parents. For we know that n the life is more than meat, and the body more than raiment?" 2220 . & a ' 1 ■ X4. / . • ■ r| ;W3 * *eN . i . r » * i * •• . ... ■ ■ i l: : » . • ■ • • . IX j - ■ i - : . • 4 At V y • ' % . ‘ ■» ■■ \ ’ . • '' ' i ■ « •to * " • ■ . . .... • • '• 1 . 7 the basis of the boy T s special strength; while at the sane tine, studies should be so selected as reasonably to develop his othor faculties and thus accomplish something like symmetry in education- al resultsBut I ask first is such a prognosis possible? and sec¬ ondly, who can make it? Is there any one who will dare to put down in black and white a mental diagnosis of his best friend? Is there any father who is willing to permit an expert guide in things voca¬ tional to predestine the future career of his son by means of a wooden box, a few strings, a lyetal apparatus, the flashing of a few colors and the shuffling of a pack of cards? Many of us are very doubtful whether alienists, even the high priced ones, can distin¬ guish between normal and abnormal minds, and wo are further told -that the lino of demarcation between genius and insanity is hard to fix. We must*, however, always expect to find many Doctor Cooks in the realm of the unknown. Prom the Washington Post, June 26 , 1915, we learn that Professor Hugo Mtmsterberg has invented the tf unerring sphy gome ter, an instrument for detecting lies". r7 In thousands of tests which he with the true self-sacrificing spirit of the inves¬ tigator, has applied to others, the machine has never failed. f: In the Unpopular Review October - December, 1915, p. 54-6, un¬ der the heading Vocational Guidance, Professor E* B. Breese, an en- . i inent psychologist, writes: ”In spite of all the tests that psychol¬ ogy has produced, when we attempt to fix by vocational guidance,the career of so complex a thing as a personality, we are in no better position than the school master who advised his pupil not to study " The boy did study law and became a famous judge 2220 law. o ■ TA B * r j ‘ • y;'’: . . itld • V . . *’ TO •Xl * - : ■ . " • " " . ■ * - . ' 1 • .. . V . . . >: - y ,; ■ 00 ■ . i 1. 1 VJe further find, p. 5552, that Breese in his laboratory, wh ,n testing the method by which Mtmsterberg has been claiming to be > • able to select good sea captains and the like, shows that accordin to the Mftnsterborg principle, women are much better fitted for % these jobs than men# The inaccurate theories that have been outlined above, would be of little significance, if their authors would first t.ry thorn out in one or two schools or in restricted localities. When, how- r ever, these vagaries are being transmitted through teachers 1 col¬ leges by the wholesale into the secondary and elementary schools, it is time to enter a protest* For, if such methods of inexact¬ ness and indcfihiteness are long continued, will we be surprised if our future teachers ere taught by the Departments of Education, in English literature that"Cowper was the author of the Canterbury Tales” and in history that "the Battle of Salamis was fought in a pass of Northern Italy between the Greeks and the Macedonians, the latter achieving a great victory, etc.?" This is inevitable. In this connection I shall introduce extracts of a letter from one of 'the loading men in possibly the best known Teachers T College: "Some of the methods as well as corjplusions that have . come out in the last half dozen years - not only in this institu¬ tion, but in others like it - have been so ridiculous from the standpoint of real'science, that one would almost feel that they would not be -accepted by anyone. Nevertheless, the unscientific mind has been absorbing this material for several years, and has been taking the conclusions as absolutely scientific.'' 4’w Cj-osoly couuecuoa 2 220 with * V\ L/JL.IO deteriorating Fourthly, and T ' ’"t '•» : : ... . - »*• r.'f ->••> L -a ■,$. • ' ■ • > ■ : > ■ \ v » s* ; - . . » • • . .... r . , • * . '• • : .vi ■ « ■ ;,1 ' 1 f agencies that uere described in the third caption, I shall consid¬ er th* quasi-studies that are being continually forcod into the high school curricula under the guise of vocational courses* Such courses are (I copy from an announcement of high school courses of study in one of the larger cities) garment making and laundry work applied art, millinery and dressmaking, cookery, home economics, sewing, cabinet making and wood turning, pattern making, forging, mechanical drawing, foundry, penmanship and applied art, stenogra- r phy and typewriting or commercial art or salesmanship or geometry, industrial geography, commercial law, truck gardening, dairying, etc., etc. ' Side by side and intermingled with those quasi-stud¬ ies are advertised English, algebra, Latin, Physics, and the other disciplinary subjects. We find that in the schools as much credit is given for the one as for the other. We hre told by the advo¬ cates of these quasi-studies that thoy have equal educational and more practical value than the disciplinary subjects. We learn that instead of studying the properties of a circle the student may as well be making the pattern of a wheel, is this pattern not a geometrical construction, - and, if the wheel has a bearing upon some other wheel or pulley, do we not have the same educational results as are to be had in an abstruse deduction which is drawn from three or more geometrical propositions? Such and similar ar¬ guments coming from school principals have great weight with many parents, especially those who have in mind boys, graduates from high schools and colleges, who later have turned out dismal fail- Facts are nevertheless facts, and the training derived from 2220 ures. f ! l t -t rti • f c **«•■ . ..s» 11<\ *» ' ■4- . ' ■ ... .d i I; i’jf • • • • . - % ft • <■•tuno ■ ‘ ..Sr ' ' * -* ’ *' ; ■ 10 x ■ * ' . "*l r* : . - rXIj tf-": 1 Is ■ L.i . 1 ' * • 10 these quasi-studies, the practical subjects, do not involve one fifth the mental training of the disciplinary studies. Any com¬ mittee of leading teachers in a high school will attest this and the pupils themselves prove it, since they invariably regard such cours¬ es as exceedingly easy. Now if the people, who pay for the schools, wish the vocation- al courses in such great profusion, they must have them; but as far as I have been able to observe, the people have been consulted very little in this matter. They have, it is true, elected a board of education, in whose hands such questions have naturally been left; the school board in turn has turned over such affairs to the school superintendent. The school superintendent and the principals in the schools in most cases have not had thorough training in the disciplinary subjects; and they try conscientiously to make up this defect by attending Teachers T Colleges or by hearing leading expo¬ nents of such colleges at the Chautauqua or Summer Schools. Through these teachers the2^ get but little knowledge which is of a disciplinary value. The whole trend is in other directions, which unfortunately require less work. In the same camp we naturally expect to find the theorists in things practical and the pseudo educational reformers who them¬ selves have not had the advantages of a disciplinary education or who fail to profit therefrom. The quasi-studies requiring but little mental effort attract groat numbers of pupils into the schools. Picture shows under proper direction would draw greater numbers. These numbers in the community at large reflect credit upon the whole school system. 2220 I • ■> i-.i:j c >;•:• ■ ■ : ■ ■ - 1 ' VP * A £S 4 M ' to.vy 3 r /f\7.\*' • «&< ••{ r ? ■■ , 'C'.i. ' l j i * , V. . Zr. #*& ‘ • t • : * c • ; !)T 0 l :: J *.C ! ' ' •' ■ ' •£' i ’ h o -w *;• ::v.v ■ i ■ J / ' artH# • .f • v i- » ' *' , * •* •• ! * . • >« 11 And at the same time many a boy chooses these "cinch” courses, who otherwise would have been greatly benefitted had he been made to take the mere disciplinary ones. 5°. Fifthly I shall mention briefly a number of reasons that have been assigned by other writers for the low scholarship in our schools• Y Y K 'V w> Mro Thomas L. Burt in the Independent, July-December 1907,p. 737 points out that the American school year contains from 900 to > J 1000 school hours and from 185 to 200 school days, the length of the school day being five hours. According to Mr. Burt the Germans understand the value of persistence and continuity in the training of their youth; with them the school year is 1400 school hours and 270 school days. The same is true in France and England. He fur¬ ther writes that "teachers should see to it that the public demands more of them, and then pays them more"* There might be something in this argument, if the pupils were already making any use of the time thejr are now spending in school. We are further told that "we are a more nervous race"; we note that girls with a mors nervous organization, do as well,perhaps better, than boys. "We have a larger foreign population"; "our climate is more exacting," We may reply that the Americans have won the great majority of contests in all the recent Olympiads. We hear again that "our teachers are poor." Undoubtedly they shoul-t be made better. It is also claimed that "The doctors and parents too readily excuse the children from school." We thus find a long list of explanations of the dilatory scholarship in cur schools. While some weight must be given to these causes, I claim that the 2220 ■ : ±; . . * . ■ ■ . c * ■ . i . ; . *“ 12 fundamental reasons are to be found under the previous headings, I do not wish to appear satirical. The matter is a very ser¬ ous one and one in which very many are interested. The elective system doubtless has its advantages, if it is not abused before the junior year in the university; we all wish to see the children amused and entertained, if at the same time they are given fixed tasks and are made to do them. Let the read¬ ing be made interesting but at the same time let the children be made to spell. Picture frames and butterflies must not take the pla.ee of reading, r riting, and ’riihnetlc, There may be better methods than those in vogue for teaching some subjects. If this is true, every university should have a department which emphasiz¬ es the methods of good teaching; and, as most students in the ad¬ vanced courses expect to teach, this department should be closely correlated with the other departments, I am opposed to Colleges for Teachers, Every professor, wherever located, should be an "eternal student"; and if such pro¬ fessors in considerable numbers constitute the faculty of any -school, that school would eo_ ipso be a university and should be so designated, A faculty that is wanting in such scholars has no place in an educational system. If a tree is judged by its fruit, the same is true of a scholar, and the fruits of the latter are equally realistic and convincing. Scholarship is not sufficiently emphasized even in our best universities; and if there is any em~ t phasis put upon it elsewhere, the fruit is very slow in ripening. As the fundamental requirement of all teachers is scholarship, the nlace where it may be best acquired, is in the university, 2220 It ■ . . */ v; V • Vi: • * *. ♦ &.* iqlii a . . » •: © . ■; . istroe IU ■ ' x o.v •;! V 7 . V ■ • «» ■ ‘ r. , ‘ '■■ / - !?rsiiOT , I 1 ■- ' ■ i l> • ... - e: ■ « r ' ' • < ' 13 is certain tiiat whatever good a Teachers* College may contribute to methods o_ teaching is retained* if’ the best members of such a college are formed into a department of a university* At the same time we could advantageously do away with those who are ever will i ing to talk about "education" and are eager to discuss educational / subjects, but who themselves have no definite knowledge of anything I believe that the strength of a university is to be found in the strength of its component departments rather than in a great num~ ber of schools or colleges loosely hung together*"' *::-The cbove paper was read before a club consisting of teach¬ ers of a university, the teachers in the high schools and those in the seventh and eighth grades of the elementary schools* After reading the paper I asked those present to write on slips of paper whether or not they agreed with what had been said. There were fifty - four answers in the affirmative and one in the negative. 2220 \ » 7 i'l ■ - F.VS • • - . r''i . > ' •• •• ■ 1 . •> •••}»■■ • - — * II„ THE PRESENT CONDITION 14 Having “briefly given at least four underlying causes, due to which one would naturally expect a deficient scholarship on the part of the pupils in our high schools, let me next consider the present condition of this scholarship. The following is taken directly from notes that were made at meetings of a committee which consisted of some of the best and most influential teachers, 1°, It was shown that a pupil could fail in two subjects, arith¬ metic and algebra counting as one and English as the other in the eighth grade, and be promoted to high school, 2°. There are ten courses advertised in the high school course of study, In these different courses are found sufficient alternatives to make more than ninety different courses of study which a pupil may choose. The boy in most cases vir¬ tually selects his own course, persuades his parents that this is the best one for him to take and presents to the school principal the required certificate duly signed by his parents. If the pupils get any advice from their teach¬ ers, the teachers in most cases knowing the weaknesses of the pupils, advise them to take the courses that require the least mental effort. Thus the whole' trend is away from the courses which have always been considered disciplinary, o° Having entered high school, the pupil finds again that he is not required to do any work. If he is found very defi¬ cient in any subject, he is not only allowed, but advised to take another subject. For example, Commercial Law, being of an elastic nature, may be substituted at any time for a course in C-eometry. To avoid congestion in this grade, the pupils with marks from 50 to 70 are passed and shoved into the next grade. A teacher, who is in the least severe, meets no encouragement from any one; on the contrary, he is often the target for he stile criticism, 4°, Due to the fact that pupils with little effort get grades of 80 to 90 in such subjects as garment making, working button holes, sewing on,buttons/ etc,, teachers in Latin, English, etc., have a tendency to give like grades to pupils who in reality should be marked 40, since the effort required to get this grade 40 in Latin is more than that required to get 80 in garment making, 5°, The same conditions are continued in the second year and throughout the high school course, 0°, At least thirty per cent of those who graduate from the 2220 , • 3 ? »it »• ■ *"& ■ ' cl ■ - . ; . % ■ * r j Ik "* i ' '• •• ’•> / fc . ■ ’ 15 high school cannot pass in the work of the elementary schools. 7° 3 These pupils are admitted with open arms to many of the lead¬ ing universities. 8°. The same conditions exist in the universities as in the high schools. 9°. There are no standard forms of grading anywhere in the sys- • tem. It all depends upon the individual teacher. 10°o The teachers themselves declare the education of the Ameri¬ can youth to be incomplete and superficial, and that this is due to the fact that too many subjects have been forced into the schools, that the ’'snap” or easy courses that have found their way into the schools have a bad effect upon the general scholarship of the pupils, that there is no such thing as in¬ tensive scholarship required of the pupils, and that they themselves are powerless when it comes to making the pupils s tudv. 11°. In most cases the pupil leaves school without knowing how to study, 12°. As Professor Paul Shorey puts it, the pupil is "socially pre¬ cocious and mentally retarded," and as has been said, ,? The result of this superficiality, due to the modern tendencies in education, are rapidly sapping the virility and strength,-g from the characters of our American youth.” 2220 \ / / III. THE NATURAL CON SEQUENCE 3 15 A celebrated nerve specialist, Dr. Charles L. Dana, writes (see T ransactio ns of the American N e u rologic al Ass oci a tion, 1915): P. 439. "Last winter the committee on 0111)110 health of the New York Academy of Medicine referred the subject of mental fatigue in school children to me to investigate and report upon it. Subsequently, the following report was made and adopted: "Your committee has reached the conclusion that there is no serious degree of mental fatigue produced by school work in the usual five-hour limit, and that it is not neces¬ sary to shorten the school hours on account of this school work. P. 430. "A study of the matter led to the conclusion that Amer¬ ican children in the eastern schools, at least, are not over¬ worked, but on the contrary that they do not work enough, and that they are often educated in such an ineffective way that at the age of 16 or 18 the American boys are about two years behind the boys of Germany, France, and England. This loss of time and retardation in education I found was generally admitted (see appendix)." Another opinion is expressed as follows: "I am absolutely convinced that during his school course the Gorman boy gains about two years in development over the American boy. My opinions conform to the generally expressed opinions of educational men’lExperiences of an American Ex¬ change teacher in Germany* Educational Reviev;, January, 1914. Wm. H. Smiley, Superintendent of Schools, Denver, Colo, writes: "An examination of the curricula of good European sec¬ ondary schools and the papers set for graduation will con¬ vince anyone that at the completion of their course boys of 18 have completed work in the fundamental subjects of liter¬ ature, mathematics, and science equivalent to that offered in the sophomore year of the American colleges." Professor Henry A. Perkins in the Yale Review , 1913, writes:- P. 131. "This optimistic view (regarding our school sjrstem) was strengthened at about the same time by a report of the Mosley Commission, which was sent to this country from England to study our educational methods. The report praised some fea¬ tures of our technical schools and found certain things de¬ serving of reproduction on the other side of the ocean. But, although the report commended mainly our technical training, and did not even pronounce that superior in all respects, it was seized upon by persons of spread-eagle tendencies as a commendation of our whole educational system; and we may now hear, at any educational conference, complacent assurances that our school system heads the world. 137. "The rapid progress made in a French lycee between the ages of ten and fourteen and fifteen, is just as apparent • poor) K/i j '*j\j P. ? 17 to anyone who has looked into this admirable system. By the time his age is twelve or thirteen, the Frenoh boy is read¬ ing Livy, Virgil, and even Tacitus, in the original, and is doing an amount of work in Latin grammar and composition that would horrify our schoolmasters. P. 133. "This remarkably rapid development is made possible in France by a variety cf means, such as the systematization of all instruction under the Ministry in Paris, and the tre¬ mendous competition among the students for scholastic honors and consequent preferment in all branches of government ser¬ vice later in life* The result of this competition, unknown in this country, is to force the schoolboy to his most seri<- ous efforts, and to submit to an amount of study at home that would not be tolerated here® Besides, the teachers in the lycee are more highly educated than are our usual high school teachers because of the competitive system under which they are trained; and they are therefore capable of imparting a really broad culture to their classes« It should further be noted that the French boy is allowed but few outside distrac¬ tions from the main business of his life# All school publi¬ cations are prohibited, and such abominations as school se¬ cret societies would net be tolerated for an instant. Its members, should any be rash enough to organize one, would be promptly expelled. "A fact we must constantly have in mind in this compar¬ ison of American and European methods, is that in Europe a child of ten is supposed to be able to work and work hard, and there is little pity shown either to the dull or to the lazy® This determination to keep children working steadily, with short vacations and very regular hours for both work and play, results in the gain of two whole years or even more by the time the student reaches the university; and, as I have shown, this gain is made largely before the fifteenth 37 -ear. At that age, as will be clear, an English 103 / is at least a year ahead in all his courses; and in the case of Latin, Greek, and mathematics,he has already outdistanced us bpr two years or more 0 To offset this, we boast a smat¬ tering of several so-called practical subjects, which,though doubtless useful so far as they go, do not involve one quar¬ ter of the mental training given by the older studies, and are invariably regarded by the children themselves as 'cinch courses’• "I repeat, then, that two years are lost in our educa¬ tional programme, lost during the adolescent 37 -earc, and are never recovered in kind at any stage in the youth’s mental development. Can we permit so serious a loss to continue? Will it be possible for the United States to hold her own, as a leading power, with two 3 /ears of each schoolboy’s life practically annihilated as far as mental growth is concerned? These are serious questions; and we are bound to look care¬ fully into the causes responsible for the two lost years, and o bon % 18 to see whether the loss is inevitable or not, and if not, how it may be prevented.” P. 140. Hr. Horace Taft of the Taft School has said in this connection: "All other reforms and questions in American education are unimportant, compared with the cure of flabbi¬ ness, superficiality, and low standard of the early training of cur pupils 0 " Dr, Dana is quoted in the New York Herald, January,85, 1914, as follows:- "We all know that the college boy of today is not edu¬ cated, that he does not want to be educated and that he just wants to graduate and make his letter or secret society. The result of this superficiality is showing in our social and political life today. "I believe that medical opinion will support the edu¬ cators today in taking the boy of ten years and making him work till he makes up the years he is now foolishly wasting. We are too sentimental toward the children and too much ■ stress is laid on their caprices and nervosities. "I also think that the American child is cumbered with a variety of studies that are of no value to him, and that the time taken up by them would far better be put on the es¬ sentials of education. Before the boy is sixteen he does not know what he wants to do in life - he is not capable of judging. Instead of having the child try his hand at car¬ pentry, I would have him studying for the discipline of the mind. After he is sixteen his training should be specialized. One-time President Taft criticised the general tendency on the part of parents to defer to the likes and dislikes of the children. "We are coddling our boys and girls," he asserted. "We are giving them too much freedom; we are humorizing their immature and calloiir preferences and desires and we are not, through obedience and authority, teaching them the lessons that are essential in making them successful and useful mem¬ bers of the communityo More than this, we are seeking to cure defects in our education, as well as in our society, by more democracy. We have had the ridiculous exhibition of school children striking because a favorite teacher was trans¬ ferred and weak minded parents looking with pride upon the courage and enterprise of their offspring. "A mistake of the same kind was made in our universi¬ ties, in the adoption of the general optional system, on the assumption that a youth of seventeen or eighteen was compe¬ tent to select the branches he ought to pursue in receiving an academic education. This led to the graduation of one¬ sided young men from academic institutions that vre re supposed to turn out well rounded intellects upon which further educa¬ tion in the professions or vocations could properly be based. oo on ■ t • J : J \J ft ■ .. o « rt . 1 •' ' ; • / ■*■ , . ,-h •* ■ ■ * f f , * • ** a r *K f / . ,* , 19 ITott we have realized the mistake of the universities and there has been a reaction*” Professor Wm. H. Taft, in an address before the Feu York State Teachers’ Association at Rochester, Few York, November 24th, 1915, according to the Associate Press Dispatch, '’criticised the present system of education in the United States as being in many instances inefficient and superficial, and suggested that the Federal Government might, through a system of in¬ spection and criticism, aid the United States in bringing about higher standards, both in respect to teachers and methods 0 tf Incidentally, the former president declared that the boys of England, France and Germany were better educated than those in this country. ’’The German youth of 15,” he said, "is as well prepared to enter a college course as our bo 3 ^s of IS and 19. ” As a proof of the defect of the present system, Mr t Taft re¬ ferred to the report of the Carnegie Foundation for the Advance¬ ment of Teaching, which showed that the local school superintend¬ ents of some states cannot spell or write good English* Mr* Taft declared that ’’there is a most important waste of valuable human time in the years of the life of the hoy and girl, between six and 14.years. We have too much marking time. There is no reason why we should not make our education as thorough and useful for the youth as that in France, of Germany, or England,”said Prof. Taft. ”We, as parents, have been content to follow the line of least resistance. We have not Insisted on homo discipline. We have allowed our children to have their way far more than foreign children have.” To the above I shall add an extract from the Report of the National Council of Education on ’’ Economy of Time in Education, 11 U. £3* Bureau of Education , Bulletin No. 548 . ”¥e approach now the question of saving time in the elementary period or of accomplishing more within the time. There must be important reasons why in Germany, France and England the secondary graduate is believed to be two years ahead of our high school graduates,” 2220 t 0 ' ' . . . ■ ■ ■ ■ \ % itt _rm " rri ,■■ * -p*-\ x. tu-xii x-Xhvc^U Lxl-LiJJ xv. 20 -X.ylEiJ-.ES I have shown above in what manner the scholarship in our schools is defective. The deficiencies are so glaring that the school authorities should not only admit them but they should make them known to the people in general and in particular to the parents whose children are to be educated* The time has come for the school superintendents and the teaching fraternity to cease advertising the questionable excellencies of their schools and to go to work to overcome the defects that are only too palpable. The parents apprised of existing conditions and the general pub¬ lic will willingly lend a helping hand; in fact, it is the im- % perative duty of everyone to assist in this matter. I may add here some of the required remedies, some I have taken from vari¬ ous writers, others suggest themselves. The committee on "Economy of Time in Education", mentioned above, say that —- -— % P. 15 "No doctrine has been more harmful than that one sub¬ ject of'study is as good as another, and that all subjects should be taught alike; arithmetic is a tool and a discipline in absolute accuracy; literature, history, and elementary science in this period are for culture. P, 16 "Simplify the courses of instruction; cease multiplying subjects; concentrate on a few valuable studies —- it is not necessary to take all the sciences in a high school; make college entrance requirements reasonableThe great mistake of our education is to suppose that quantity and strain con¬ stitute education. Education is a question of doing a few essential things well and without overstrain. P, 32 "We must provide vocational schools for those who go to secondary school, but not to college. P. 51 "Enriching the curriculum was a, great idea, but it has been subject to endless abuse, and the time has come to apply the philosophy of the ’simple life’ to education." "Simplify the school courses," writes Dr. Dana, "prune them and make them thorough; then put the boy to work upon them, so that he will know something well when he is turned 2220 V ■ 'ti< v. . tat 4 v ■ r : ■ , / \ f - - " ■ • . 9 21 out. Why, look at our Rhodes scholarship men. They have to fall a year behind when they get to England. It isn’t merely the difference in the kinds of courses - it is because they do not know their languages and their mathematics. Too much stress is laid upon the caprices and alleged nervosities of the growing child, mental work is net only healthful but it is absolutely beneficial for him, and there is nothing so important for him, as to be impelled to do hard work and to finish thoroughly a given task. The American youth has a brain that is not overworked, and it needs the influence of a systematic and intelligent but hard, hard taskmaster." • » "The European idea is that after the age of ten a child is able, to do hard work and ought to do it; the American idea is that it is able to do some work, and ought to be persuaded to do it." "We are giving our boys and girls too much freedom," according to Hon« Wm. H. Taft, "we are humorizing their im¬ mature ard callow preferences," As Mr, Taft has written, we have realized the mistake,of the universities in the adoption of the general option system, and there has been in some quarters a reaction. The minimum require¬ ments for Yale College include English, four years, Latin, four years, Mathematics, three years; Modern Languages, two years; and four electives. In a letter of recent date the Registrar of Harvard University writes: "Under our new plan of admission we are willing to con¬ sider any school course which has been mainly concerned with language, mathematics, history and science." Of course, the required number of credits must be made. The Registrar of Bryn Mawr College suggests an ideal course for entrance to that college as follows English, four years (four periods a week), Latin, four years (four periods a week), Algebra, two years (four periods a woek), Geometry, two years (four periods a week), Science, one year (four periods a week). History, one year (four periods a week), also two of the following languages: French, German, or Greek for three years (four periods a week). \ . ■ / I Dartmouth lloge fr views with apprehension the issuance of a certificate to a pupil whose standing is below 85," Princeton has always been rigorous in her requirements; the western univer¬ sities have been less exacting and have thereby gained a greater number of students and the resulting deficient scholarship.for example a law was enacted about a year ago in the State of Ohio whereby the State University is required to accept graduates of any school that is rated by the State Superintendent of Public Instruction as first grade. Such a law is palpably nefarious, since it works against tho very students who were intended to be the beneficiary ies. For necessarily the requirements made in the University cause an exceedingly large mortuary among students who otherwise would not have entered. There should be given in the high schools two courses with distinct certificates on their completion: 1°. The one should lead to the university, the professions, engineering schools, etc. Pupils who desire a liberal education should take this course. The course must be restricted to sueh subjects as are outlined above in the Harvard and Bryn Mawr re¬ quirements and the standard of scholarship must be at least 85, 2°. The other course should lead to the vocations, domestic science, manual training, music, art, etc. During the first two years the courses should be practically tho sane; after these two years a, .number of alternatives may be allowed in either course. The pupils must be made to study; and the teachers must be able to act as intelligent, and if necessary, hard taskmasters. 2220 & J •*'1 ■; •' ■£ . v: - :.v in " J : i. . . .'i • *x; as re to j t • ; • rs' ^ ;X' r ns' c- * •!/; X * i r £« r . * ^ . .; - i : i \ . ■ . -i. . . : / , / .v _ . 1 r • ' tv f * • 4> aw I- 4 ' * 1 • ’ . " C> . r. 8 'l : . •t >1 ■ • 'is ' '■ / ... • f : :. . I • » 23 Every phase of aducation applying to all the grades of every school and including the scholarship and teaching ability of every teacher should bo standardized,. In other words, there must be def- inite standards for all pupils and for all teachers. This can only be done through the systematization of all instruction under a department of education at Washington. Over this department there must be a secretary of education having like rank as the Secretary of Agriculture * for example. The Sec- i rotary, a man himself distinguished either in the Sciences or letters, with competent groups of experts from the best universi¬ ties in this country and abroad, must make exhaustive studies of existing conditions. Definite data must be"had before we can have any scientific basis upon which ytg can work. A report made by a single individual or by a group of men, particularly when they are otherwise engaged as school superintendents, college professors and the like, has on the face of it but little value. # Through this department, as hr. Taft has pointed cut, "the national Government might help to promote State education by of¬ fering machinery to the people of a municipality, of a county, or of a state, by which they- might, if they choose, have the schools they pay for, investigated and examined and the value of the ed¬ ucation given, tested by a survey or report of officers of the department. Such officers should be trained experts." The distinction I make, is that it will be incumbent upon the department to make these examinations from time to time. I am, however, absolutely opposed to Mr. Taft T s suggestion of having a, National Normal School at Washington to carry out the above plan. 2220 v • r r' J ' " p Z - ' » ^ H : D : t; t. \ t Sesune O ^ »^j u The Underlying; pauses of the defective scholarship in our schools as indicated above, are 1°. The free election of too many subjects which are given equal weight in the school curriculum. Dr. Charles W. Eliot in a recent paper prepared for the general educational board speaks of the "glaring deficiencies" in secondary schools. The former President of Harvard University was one of the principal agents in inaugurating a free election of courses; and in my opinion a final analysis will show that he contributed more than anyone elso toward these "deficiencies." It may be added that since his retirement from Harvard, a "new" set of entrance requirements have been made in that University. f°c In the Kindergarten the child must be interested, in the university the student expects entertainment, and throughout the whole system there is a desire to be amused. 3°. The unscientific methods of instruction found in col¬ leges for teachers are not conducive to sound education. One cannot reprehend sufficiently the demands made by school au¬ thorities whereby prospective teachers are induced or compelled to put more emphasis upon methods of teaching than upon the ac¬ quisition of a comprehensive knowledge of the subjects they oxpect to teach. I have no objection to the requirement of any amount of pedagogy of those who intend to become school principals or superintendentsbut I contend that the teachers who expect to teach in the elementary schools, should be required to have a comprehensive knowledge of subjects taught in these schools be¬ fore they are given Teachers’ certificates. U220 . +: . ;,L: i « Cj Messrs . Course A A B Max^B. Mav V No. 4 Yes Albert Morrill No. 4 Yes' for the average high school boy. Yes for the University- student . Jo W« Peel: No. 2 Yes Robt« C. Pugh No. 4 Yes No C• D. Robertson No. 2 or 4 No Yes W. P. Rogers No. 2 Mur ray S e a s ong o o d No. 4 No Yes Dudley V. Sutphin No. 4 9 No ’ Yes Oh as . B. Wilby . No. 4 No % Yes Do D. .Woodmansee No. 2 No Yes W« Worthington No. 4 Yes No PHYSICIANS Course A » B San Allen No. 2 No l r es Eduard R. Ealdwin No. 2 or 4 No Yes 0. L. Bonifield No. 4 No « Yes A* C. Baohmeyer No. 2,4 Yes Ar ch. I * C ar s on Elective No Yes Harry Dunham No. 2 No Yes J. H• Eichberg Elective No Yes Dr. Grieve No. 4 Yes C. R. Holmes No. 2 Yes Yes Oliver P. Holt o o fs; l r es Samuel Iglauer No • 2 No Yes • 2220 ‘ ■ i . ' . >• .7 • ■ • . ' • ' • . ■ •"» * k F. W. Langdon Eo W. Mitchell Wm. Dc Porter Bo K« Rachford Dr. Hansohoff Robert W. Stevrart PHY o “* r: T A i "* 1 / <-t b-L^liLhib 1,0 Gilt ' V ; • 33 Course A B A. 0 « 2 Yes as an aid No rather th to expansion. contraction. No. 2 No Yes No. 4 Yes Yes No. 2 No. 4 Yes No No. 4 No Y r es MIS CELLANECUS No IT ar.es Signed Course A B No. 4 Yes No No. 2 Yes No. 2 No. 2 No Y'es No. 2 No Yes No. 1 No Yes 2220 ♦ - «Vi ? '* 34 V/ith tho addition of tlie names of the Cincinnatians the above is found in School and Society , loo . cit. Other letters and comments follow. These were for the most part jotted down in the spaces left blank in my questionnaire. NOT-‘'RESIDENTS OF CINCINNATI . BUSINESS MEN Mr. Louis Annin Ames chooses No. 2 and wishes to see History substituted for the Classics* W I believe a thorough knowledge of fundamental subjects and a general knowledge of the classics is best, for then you have the ground-work for a superstructure for any polish or finish in the Arts, Sciences, and Literature." Mr. Frank B. Anderson prefers No. 2 with History and English. ”1 believe that a student in gaining a thorough knowl¬ edge of a few subjects will have acquired a habit of study and application which will, as time goes on, make It easy for him to pick up a general knowledge of such other sub¬ jects as are necessary to aid him in rounding out his life.” Hr. V/. K. Bi::by: "A child or man must know mathematics and especially' arithmetic. VJe have had too much of passing over arithmetic and getting into algebra and geometry. Arithmetic should follow geometry. The pupil should not be graduated with a smattering of it obtained in his grammar-grade and first year of high school. The classics are desirable, but the "three E’s” should have more attention than in the past. History is important; Grammar and English Literature very important., A thorough knowledge of the essentials is far more important than skimming over a wider range. If the pupil has the inclination he will get tho wider range after graduation and if he has not the inclination the skimming over a wide range will be barren of results.” 2220 . • , . . & 7 ;• - ■ ... *• - - r-v f— — # . • * ' •r $!*• - • • ’ j ' * * - ‘ • • . . f * ' . - ’ t : ■i r- * • ’ • 1 ' ' . * ; 'I ? u ' jx i . i . J";: ; » , /4 r • / r ' j • ; ; V»J ,-*5 '■jc; r . . • . 'lf.fi ( •' i T .[ •* w *... » , . ‘ Mr* Janes B. Forgan, Pres’t. First National Bank, Chicago: "I am inclined to favor No. 4 believing that both the classics and mathematics should form part of the boy’s course in high school. I feel, however, that my opinion carries little weight as I have never been in sufficiently close touch with educational matters to enable me to form an accu¬ rate or very positive opinion. I presume that boys are sup¬ posed to be sufficiently grounded in the "three H’s" before they enter high-school, but my experience is that, if this is so, during their high school term they must forget a good deal of what they previously learned. 1 would like to see high-school graduates better grounded in their elementary education and able to write legibly, spell correctly and be more accurate and expert in simple arithmetical problems." Win. H. Gardner chooses Noo 1. "The boy can later make choice according to his plans for the future•" Mr* J. J. Glessner prefers No. 4. "Capacity of individual students and conditions make options desirable, but this is not safe without good advice." Mr. Walker D. Hines, Chairman Exec. Com. of tho A. T. and S • F. R. R.: "It is more satisfactory to answer by letter than by filling the blanks in the form you sent me. In my judgment, I would advise a boy in a high school to take a course where mathematics, to the extent at least of the elements of alge¬ bra, geometry and trigonometry, is required and where the chassios are optional. My reason for this view is that un¬ less a boy gets the elements of these three mathematical studies at school, he will never get them at all, and there¬ fore will never have a basis for any business involving knowledge of those studies. I do not think these considera¬ tions apply to the classics. You make the further inquiry as to whether I believe in a genera,! thorough knowledge of a great number of subjects or in a thorough knowledge of a few subjects. I construe this inquiry to be confined to the knowledge to be imparted or developed in the high school. My judgment is that it is preferable to give the pupils a good working knowledge of ooon ,K. «t&g y- A ■ - ■ * • r i '7 • • V . . •’ • . t • •. k r ■ , , ■ • - ■ 1 r . • •, « ft' ' . . S7 a f©17 fundamentals. Among these fundamentals I class the three mathematical studies above mentioned; also physics; also at least one foreign language. Of course, there are others, but the ones I have mentioned appeal most strongly to me as important bases for general culture. I seriously doubt the wisdom or the policy of including courses in a great variety of subjects which are not necessa¬ rily fundamental. It seems to me that the one great evil to be avoided is the evil of lack of thoroughness. If the pupils are given a smattering of a great variety of subjects, I am disposed to assume that the result will be that the natural disposition toward lack of thoroughness will be encouraged. I strongly believe that a thorough working knowledge of a few basic studies will furnish a much better equipment for business or for the pursuit of culture than the more ambi¬ tious and necessarily less thorough policy of instruction in a great variety of subjects.” ■—< •—« — r— MP»> « m- « »—» k-. • Mr* Henry Holt prefers Ho. 4: "The classics should be taught with only enough of the languages to trace etymologies and carry the standard quota¬ tions; mathematics through trigonometry; history as instruc¬ tion in politics, if textbooks can be had; and economics and taxation; if any time is left, French and German, perhaps Spanish in view of Mexico and Cuba." Question (A) Yes. "He will select his own specialties later, if he has the head for any." Mr. Jo Kruttschmitt chairman Exec.. Com. of South, Pacific RoR.: advises No. 2, "because of training the reasoning powers by study of mathematics/’. Question (B) Yes; "but a boy should try to acquire a general knowledge of a great number in addition, but not by sacrificing first requirements." Mro Andr ew Mac L eish: "1 would recommend No. 4 and also include History. To me it seems questionable whether (unless in very exceptional cases) the boy should be permitted the exercise of much choice independent of the instructor." 2220 ■ . u ■ ' . .• • • . ■ • • • • .. * .... . ' *. ! . • ,v - 1 ■ ‘ ■ k S' • . " t > Mr. Joshua B. Lippincott chooses No. 4 and in addition Phvs- ics, History and English Grammar« Question (A) "It depends upon what the scholar intends to do for a living; for the future "business man, a gei^eral knowledge of a number (not a great number) of subjects.” Mr• M. L. Milligan prefers No. 4: "These lopsided fellows who know nothing outside of their specialties make very unprofitable citizens." Mr. Effingham B. Morris, Presd. Girard Trust Co.: "The answer to your question would seem to me somewhat dependent upon what the bo^ intends to do after leaving school If he goes to college, a school course might embrace Latin, Greek, History, Mathematics, and a modern language. If he is obliged to go direct from school into mercan¬ tile business, then: Latin, History, Mathematics, and Span¬ ish or French* ' If he goes from school into a shop or any technical trade, then: Latin, Mathematics, History, and German or French. Thorough knowledge of a few subjects as a foundation would seem preferable to a smattering of many. If the boy desires further study, he can find opportunity after leaving school." Mr. Chas. A. Otis chooses No. 4, and remarks that "A boy should have a good general knowledge to prepare him for his special courses later." hr. Frederick J. Faxon: "Number'4 appears more definite and cultural and hence is my choice." hr. Seward Prosser emphasizes No. 4, with English, Litera¬ ture and Letter Writing. Question (B) No, "broaden out in the early oducation and specialize afterwards." 2220 V - ■-.? ■ / »r • * ; *4*' ; . Mr. Blanchard Randall suggests No« 4 - for two years "to he followed by modern languages and history into college o" Hr. Wm« A. Robinson: "I recommend thi s course (No. 2) taking it for granted of course that the ordinary English branches would be in¬ cluded . An intelligent boy would naturally take up Classics later, after a good start in active business life/' Mr. F. Wo Scott prefers No. 4 as first choice and No. 2 as second choice. "In addition, English Literature, History - especially American History." Question (A), Yes. "It is possible that exceptions to this should be made in cases of students intending to enter certain professions." Mr. A. L. Shapleigh: "For an education for business he prefers No. 2 with history, geography (commercial), spelling and penmanship." / Mr. Edwin L. Shuey: "In general I believe this (No. 4) to be the best course for the great majority of boys. Perhaps the classics might be omitted in the fourth year by those who seem to have little or no inclination to become proficient in languages," See his letter printed on page 5 of insert. Mr. Judd Stewart: "In my opinion mathematics should be in all coursos a required study and classics optional." 2220 ■ * ■or/ 2l2£ k T* \ f h : . ' : .' . ■ 1 >/ ^ ’ . •••.. , ; ' t> ■ \ ■ r>f>3 ’ '. • 5« a 1 f .t • b \ | ■ 1 ‘ ... ■ m - v. * • •***> - *4 -• ' • . ■: ■ •• V'. : • 1 ■ .. *»■»** •• ' •*« 40 Mr, C. P, Walbridge prefers Ho. 2, history required, and other studies optional. Mr, Morris Whitridge recommends Ho, 4 with some history, always requiring mathematics, w I am a business man but my classics has been a help to me from an aesthetic point of view, while my mathematics trained my mind and mahes me decide accurately when a prompt decision is necessary in these days of high tension in busi¬ ness. I am a, strong believer in Greek, Latin, Mathematics . and the old fashioned method of education, Me have too many frills these days.” Mr* Daniel Willard, Presd. B and 0, R. R.i ,f I would prefer a course in mathematics and history rather than any other combinations suggested. In the lower schools, and possibly up to and including the high school, I should favor a general knowledge of a number of subjects; later on, a more thorough knowledge of a few subjects.” ooo S J . w/ i^J 0 * . . „ ' • ; , . . ' ■ ••' ' < , , "> • I «. T 'c;'h ■ pfht . ik Rev. Ciias• P. Aked prefers No* 4 " ithout hesitation”. "As the ideal contemplated by an educational course snould ce to know ’something about everything and every¬ thing about something’, it seems to me that the hiyh school course might very well turn its attention to the first half of it, namely: ’something about everything.’ It is mani¬ festly impossible for a pupil in a high school to special¬ ize in any effective way. Rev. C. F. Anderson chooses No. 4 including history. Question (A), Yes; "a foundation in high school with optional subjects for college." Rev. L. W. Batten recommends No. 2 with natural sciences and history. Rev. ¥. Co Bitting advises No. 4 or No. 2. "In answer to your inquiry which came this morning, my personal advice to a boy would be to take the course No. 4 indicated in your questionnaire. Next to that I should advise Course No. 2. I do not think that the same course could reasonably be required for every High School pupil. It would depend upon the pupil altogether. The culture of the analytic and logical faculties should be made, where these are deficient, by insisting upon mathematics• Likewise I should insist upon the use of the classics where these will meet the deficiencies of the pupils. The difficulty about a general knowledge of a great many topics is that it is hard to obtain and when an effort is sought to secure it the results are not only meager, but also are apt to lead the puoil to substitute superficiality i. X J. X t/ for thoroughness. I do not believe that there is any such thing as a thorough knowledge of a few subjects. There is of course more or less intelligent acquaintance with a few topics, but this is by no means thorough, and we should not allow pupils to get the idea that they are masters in any department of knowledge. Every real student is an eternal disciple." The last remark of the learned theologian applies in partic¬ ular to every teacher. 2220 . . 7 ; • ■ ' • ’ rsL -v* ■’ mm •+ '*»»•— *V •*% , -*' f ;*• F i rr. : :• : * vf % ■■ '■ ■ '* * »'• •" - ■ U v ' •' " « :' - • v";| . . * , 7 > • -t : -*K 1 . . . t - • • ; r * toil •• ’ I :• : 'f ; - I v- ‘ • . * ' ■ I • ’ » ’ • *' 1 ; .' v ::. . * - .. ■ <2 ' ‘ 42 Rev. George Hodges: : 'The thorough knowledge of the few belongs to the tech nical or professional school, on the broad foundation laid by previous general study." Bishop Edwin D, Hughes: *None of the options quite cover my own idea. I be¬ lieve in encouraging Ho. 4, but would allow for exceptions, I believe in a general knowledge of a number of subjects and in a thorough knowledge of a few, especially one subject. Rev, De E. Jenkins: "Depends on the boy. There is no average boy, perhaps the circumstances and aptitudes of boys are usually quite * specific and determinate. If it were my boy about whom you were inquiring, I would say Ho. 4," Rev. Carter Helm Jones: "I would prefer this (Ho. 4) for the average boy. Other courses of study would depend on the boy." Question (A) Yes. Question (B) Yes. "I have indicated my answer to the above questions be¬ cause I believe both in generalisation and specialization. I think whenever possible a student should generalize before specializing. n Rev. Warren A» Landon of San Francisco recommends Ho. 4 saying: "I prefer general culture at high school age, because the pupil at that age rarely ever knows what his future is to be. What he needs in my opinion is not facts or detailed knowledge but culture of the mind," 900 . -V t-J 0 - a '• #7 10" 0 . ■ >jj •X ■ ‘ :ro tr. J :i • • • • • . ' * ’• • ■ ' f 43 Rev, M, A. Matthews prefers No, 4 "by all means". First (Yes). Second (Yes and for specialists). Rev. James K.McClure advises No. 4 "with. History -- Grecian and Roman in a general way, English and American in a particular way, English Literature, Astronomy, Geology, Botany and Sociolo- Bishop Francis McConnell: "I do not see how any general rules can be laid down. The best results seem to me to be likely by a system of organization which makes possible some "trying out" of the individual boy in the first year of high school and then an ad¬ aptation nf the course in the light of the results obtained." Bishop Wm* F. McDowell: "It would all depend upon the boy in my opinion. My preference would be No, 1." Rev. Wallace Radcliffe advocates No. 4. "I believe the whole system of optional studies for the youth is wrong. Youth is inexperienced and needs intel¬ ligent authority and direction. Its spirit is strongly ma¬ terialistic and selfish and preventive of true development and power. After the young manhood is obtained and the life work decided upon, the option may be allowed with advantage, but not before.” Rev. Robert W, Rogers emphasizes No. 4 "by all means. COOfl • J '■ J \J .Oil m !*ur.' garfiUMB ' ' : • .. • *«■» * * ,• ",. * .! ■ .. r, if rl ■ 'f * . W. Merle Smith: 4A U. mlm Rev Ke prefers Ho, 4. Question (A) Yes, Question (b) No, "I do not believe in too early specialization certainly not in high schools.” Bishop David Tuttle: "I should advise, unless strong personal predilections pointed otherwise, Ho, 4." Bishop John H, Vincent prefers Ho. 4 "by all means”. "The High School should anticipate and prepare its pupils for thorough work in the studies that make for sym¬ metrical education and insure early in life the broader view of culture.” Question (A) (Yes). Question (B) (Yes for Discipline and Power); "to be acquired through the after-college and adult years. But to be begun during the formative years; otherwise these studies overlooked and neglected in school years are in danger of being always depreciated." Rev, Charles Wood recommends Ho, 4. Question (A). Yes. Question (B). Ho. "The average boy needs general culture as a founda¬ tion. Specialization should be reserved for more mature scholars. Physicians Dr<. E. L. Bradford prefers Ho, 4, "Understanding by classics, liberal studies and by mathematics, physics in addition to pure mathematics." 2220 ■ ' |M I ■ v ,1 , * --- * - • ■ k! " 'f 1 ■ ■ ■ ■: ■ ■„ ■ ■ - ■ * «*-* X t'^sfWXu • *• r> • •• ,, • • < • • • . . ' HHBHH . . ■ 45 Dr. Lavrrason Brown recommends No. 4. Question (A), Yes. Question (B). No. "The high school is not a place where a future medical student should begin to specialize.” Dr. George Dock prescribes No. 4- with History, English, bialogy, chemistry, German or French. Dr. W. C. Gorga.S: ”1 would allow boy to choose courses.” Dr. Wo D. Gatch suggests No. 4, with General History and United States History, and a thorough course in English. Dr. W, ¥. Keen chooses No. 4. "By all means this if possible. But there are some - not very many - who so detest mathematics or whose minds do not comprehend mathematics that for such No. o would give better results.” Dr. Wm« Jo Mayo advises No. o as high school preliminary for the profession of medicine with Latin and Science. Dr* Chas. Minor emphasises No. 4. "Both for culture and for use in after life I consider classic s and mathematics essential." To these he adds His¬ tory, two modern languages, and one science. He advises "For culture and practical use a general knowledge of a great number and a thorough knowledge of one subject," noon ' -• V * . . f X i';H 1" " 8 .. . , Dr. M. M* Portis advocates Ho. 8 with history, English, German, French, physiology, physics and chemistry. Dr. Theobald Smith: ”If we were able to make a prognosis of a boy’s future capacities and tastes,I presume the answer• .‘would have to be indi¬ vidualized. On the whole, I believe mathematics and observ- vational and experimental science the best occupation for the boy in intermediate schools. To these may be added Eng¬ lish, the classics, modern languages as far as time and thoroughness permit. ,f Dr. R. L. Wilbur prefers No. 1, and recommends a modern language and a laboratory course or two in the Sciences, Biology, Chemistry and Physics with any' other work desired which is well taught and of which enough is given to permit the student to ac¬ quire a sound basis upon which he can later build. Dr, Cunningham Wilson prefers No. 8 or No. 4, preferably No. 4. "If a high school bo 3 r has a general knowledge of many subjects I think he is more capable of acquiring special knowledge in after life,” Dr. John A. Wyeth prescribes No. 4. :; I think too much time is given to what we have grad¬ ually been taught to believe is ’education ’. A fair ac¬ quaintance with Latin and Greek should be required. Only the essen 1 lals of mathematics unless one is to devote one’s life to tne most fascinating of all subjects, but as far as the affairs of life — in the vast majority of lives — this study is a waste of time. A good country school for a boy from 8 to 15 and then crowd him to the end of his 18th year. This should end his punishment inside of walls. poor) Ij. ■ ■ . « - . t ■ 5 College 4 years is for 95 of every 100 a misfortune, fife work should "begin at 19 or 20 instead of 24- or 30. He is entitled to 40 years of action at least." Lawyers (In sending out the letters, the names of seventeen lawyers were overlooked). Hon* S. S. Gregory: "No general rule can "be adopted. However for a lad whose circumstances admit of it and whose tastes so incline him I believe in this course (No 4). I regard it as spec¬ ially desirable for those who expect to enter a profession. The chief purpose of education other than vocational is to my mind to open the mind to knowledge and general In¬ formation. If an intelligent youth a t school or college acquires in the right way something as to various important branches of education, his interest in them is thus inspired and he appropriates, places and retains knowledge in those subjects which he acquired through life." Hon. Wade H. Ellis advocates No. 2 with Latin or French, English, American History and Government. Hon. Peter S. Grosscup prefers No. 4 and "no other course until after graduation. Of course, if a boy is destined for engineer work or other similar work and cannot afford to go to college, 1 would suggest No. 2" Hon. Frederick N. Judson: "It depends upon whether he Intends to go to college or into business without a college course. In either case I would prefer No. 2 to No. 1; and in case of a college course, I would prefer No. 4." Question (A). Yes and if practical in a thorough knowledge of a few subjects. 2220 ■ • . •; * A ■ ' ’ . h . . ■ - , ' v • <; -■ r ■ ■ i :■. r.tj. % -yt £ ■ .; J: 4 : */ e s x o* S ■ ■ ■■ ■ f* . ■ •' . ■ i ' 48 The following letter is from the President of the board of trustees of one of our leading universities. He has contributed much time and large sums of money towards the advancement of the higher education, (Confidential). "I hesitate to express an opinion but from my experi¬ ence with young men, I prefer # 4, In the avers,ge boy, the accurate thought in Mathematics seems to be necessary in all lines of work, while the ability to be interested in life seems to come from chassical studies more than from ”prac¬ tical" ones. My experience with most high school boys in business is that they lack imagination, have no broad view of what life really means, and no perspective. They are never able to be worth more .than $1200 a-year even after years of experience. If the average boy is given a thor¬ ough training in $4 and taught how to "sweat* mentally in getting it, I think he has the best chance of success." ”To have had no Latin,” says Professor Paul Shcrey, "means that you do not know the logic or understand the categories of general grammar; that 2 ?-ou do not know and can- not safely learn from a lexicon the essential and root mean¬ ings of English vocables; that you cannot guard yourself against the use of mixed metaphors; that you are mystified by the variations in meanings in Shakespeare,the Romance, languages and modern English; that you cannot even guess at the mean¬ ing of countless technical T3hrases, familiar quotations, and proverbs, and compendious Latin formulas that are so essen¬ tial a part of the dialect of educated men that the fierhe-st adversaries of the classics besprinkle their pages with mis^e prints of them;that Rome is as remote to you as China; that ■ French literature is a series of unintelligible allusions; that travel in Italy loses half its charm; that you cannot decipher an inscription in Westminster Abbey, on Boston Common, or on the terrace of Quebec; that, not to go back to Milton and the Elizabethans, who are unintelligible with¬ out Latin, you cannot make out the texts from which Addison 1 s Spectator discourses, you do not know half tho time what Johnson and Boswell are talking about; that 'Pope and all the characteristic writers of the so-called Golden Age are sealed books to you; that you are ill at ease and feel yourself an outsider in reading the correspondence of Tennyson and Fitz¬ gerald and even in reading Thackeray’s novels.” 2220 / I l & • *7 ‘r. | - r 0 IN 0INN AT ;i ,AN S 49 Business Men Mr. John John Allen advises No. 4 with Mathematics, English Literature, French, German, Spanish, Latin, History, Elementary Economics and Civics, Bookkeeping and accounting (optional). "At high school the student should he taught a great number of subjects and in this way be given a good broad foundation for knowledge. He will have plenty of time late on to specialize in a few subjects. "Before answering your questions I consulted with my son and a classmate of his, both graduates of Yale. They are now in the mercantile business. We all agree on No. 4. Mr. Thomas W. Allen prefers No. 2 with modern languages (Spanish preferred) history and one science. "The above for the average boy who finishes his school days with high school course." Mr. Win. H. Alms: ✓ "I believe in a course where mathematics is required and classics optional." Mr. Win. F. Anderson: "I regard a training in mathematics as better prepa¬ ration for a boy today than the study of the classics. If only two subjects can be thoroughly studied, why not math¬ ematics and science? Question (A). "If this alternative is necessary, I should say a thorough knowledge of a few subjects." Mr. L. Ao Ault chooses No. 2. "For all American, learn Spanish, then French and German." 2220 a? ■' r${K * .*• ?#»■* ■ - • o 5*5 ■ • ' i . ;• >:Tf.l^Cf ' . v • i. * i« Aj V ■ ’ , ' ' ♦. > ’'.V o H cl .£>. ' - ’ * ’ i ; • . ' •.. .. , . v • . • 50 Mr* James Bullock chooses No. 2. Would prefer this course with United States History, English History, Languages (French or German). No Latin or Greek." Dr c Howard Ayres: "It would all depend upon the coy and his purpose in life. The two most important elements in choice of studies for youth of high school age, are -first the hoy and second the teacher. The personality and capacity of the teacher is more important than the question of the number of subjects. In general the value of mathematics is greater than that of the classics to the youth of today." Mr. John' A. Ohurch prefers No. 4. "From a business man’s viewpoint, graduates of our high schools should have some general knowledge of commercial forms, customs, efficiency, etc. No matter what work the boy takes up, he should know something about commerce." Mr. Louis J. Dauner (Acting May-er) answered the questions sent to Mayor Spiegel as follows: "As primary education is generally understood to have been completed when the pupil reaches the high school, I am of the opinion that his parents or other adults capable of judging his talents or bent, direct him in the selection of the subjects to be taught which best fit the pupil. If this deduction is impossible, then the most comprehensive course is advisable, which would be indicated as No. 4 on your list. Hrs« Karrv Dunham wrefers No. 2. f -u "I think the sciences are more important in this age than ei'bher higher mathematics or the classics. I prefer modern languages after one \rear of Latin or Greek. I be¬ lieve in a general knowledge so that a boy may intelligently choose the subjects in which he desires or needs thorough knowledge. If he has,at high school age, chosen his life work, I think he should have the right of partial but not complete specialization along that line." 2220 a u ' * - ■•**'*. • • * > _ . . • • • - 4 si a .' . cj ** * frs ■ . • < r . • ■ . > : . .. . . . 1 51 Hr. Edward S• Ebbert recommends Ho. 2. :, This would be my preference for any boy. The ’three R’s’ need emphasis up to Commencement Day.’ 5 Mr. E. W. Edwards suggests either No. 2 or No. 4. "No. 2: This, where the student does not know his fu¬ ture occupation. No. 4: This, if the student intends to be a profession¬ al man. The more general knowledge he has, the greater his chances for building up after he leaves school.” Mr. Thomas P. Egan prescribes either No. 4 or No. 2. ”No. 2: for business, you must have mathematics. No. 4: yes, but by all means have mathematics.” « •—« * — *—< m Mr. Franklin T„ Ellis: ”1 do not favor an optional course in the public high schools until after the second year of the high school.i regard fche public high schools of our country as the people’s col¬ leges and believe, in general terms, in the course No. 4 on this sheet. But after passing the second year in the high school, if a student has some special profession or trade or business in view* I should advise that he might take some optional studies after the second year, in accordance with his plans for the future. I believe that all students should be required to make somo acquaintance with the Class¬ ics, with Mathematics, and covering at least an equivalent of feur or five books of Caesar in Latin, and have a good knowledge of Algebra and Geometry.” Mr. Jno. C. Gallagher: "This (No. 2) is the course I would take and recommend.” Mr. Fred A. Geier recommends No. 4 with modern languages, modern History, business courses and trade courses. ' oopn \ I \ 1 ■ 52 Mr. Edwin Goshorn: tr In making a choice of the courses which you indicate on this "blank , I should select No. 2 as best of the four, if it were necessary to make a selection. I believe it to be essential for every boy to have a training in mathematics, no matter what his subsequent bus¬ iness or profession may be. If his education is to be con¬ tinued by a university course, it will be essential to have a certain amount of training in the classics unless the boy has elected to take a technical course only. It is opinion that the real place to determine what should be the course of education for the boy, is in the common schools, where he is supposed to have an education which covers six years and during- that time his teachers should become intimately acquainted with his capacity and know in just what branch of education he should be developed. 15 Mr. James A Green advises No. 4 with Modern Languages, French and German. Mr. Wm. Guckenberger selects No. 4. I believe our youth should take a course requiring the classics and mathematics. A commercial course should also be taken to give them some idea of business as it is car¬ ried on in our country. (Question A). This thorough knowledge will do for a man who wants to specialize." Mr. George W. Harris recommends No. 2. "I am an advocate of the principles urged by Spencer- in his work on ! Education’•” Mr. C. L. Harrison chooses No. 2. "I would advise this with further option of Physics, History and Chemistry. I would touch lightly on the Class¬ ics e " 2220 I 53 Mr* James C. Hobart advises No. 2. "If history were substituted for classics, I believe this course most generally useful. I believe that studies should be arranged with the idea and the purpose of developing the students’ natural gifts and that the privilege of ’ option's T should be based on pro¬ ficiency in the elementary subjects leading up to any op¬ tional course and not left unconditioned to either student or parent. As suggestions for additional courses would note the importance of foreign languages and modern accounting." — * X- ! *—* Mr. N. D. G* Hodges, Librarian, prefers No© 4. "The course of classics and mathematics served a good purpose for many generations." "Nothing should be optional with a-high school boy. I am going to venture what has been termed my good sixteenth century pedagogy. I am of the oipnion that the elementary schools have just one lesson to teach. That les¬ son is the power of application to disagreeable tasks. To put it boldly, the function of the elementary schools is not to impart knowledge, but to train the pupils so that they later can and will apply themselves to the acquisition of knowledge. When I was in the high school, I had to study the classics and mathematics. I enjoyed the mathematics, I hated the classics. My four years in the high school and my freshman year at Harvard contained no electives. 1 hated the classics to that extent that I resolved that I would never look at a word of Latin or a word of C-reek after I was once free. To-day I am more thankful for having my nose kept to the grindstone during those five years than for anything in my earlier education. I kept my resolve about not reading Greek or Latin for a number of years, but saw the folly of it long ago." Mr. Henry Hunt advocates No. 4. "We need mental discipline. At the present time edu¬ cation is too soft for the average student. Mathematics makes the mind a living engine (and not a sponge) to do work, an 1 classics give joy and color to life." Mr. Ro F. Johnston suggests No. 2 with Salesmanship, Man¬ ual Training, Manual Art and a Business Course, 2220 ( I ♦ I ■ Mr. Chas. J. Livingood enphasizes No. 4. ’’Both Mathematics and the classics are fundamental, also history especially of the United States.’ 1 Mr. T. C. Powell prefers No. 4 including history and geog raphy. i ”1 believe that the prevailing fault in our present system of education is the lack of accuracy, and until the corps of teachers overcomes that prevailing fault, a large proportion of the teaching will be utterly wasted. In voting in favor of No. 4; that is to say, a course requiring both the classics and mathematics, and including history and geography, I may appear slightly in conflict with my second vote against a general knowledge of a great number of subjects and in favor of a thorough knowledge of a few subjects. The best incentive is a feeling of competition with some one else, and among those schools which I attended those which made a feature of this competitive spirit through out the daily recitations, and not simply once a month or at the periods of examinations, produced, in my opinion, the best results. We are living in an age of specialists and it some¬ times appears as though accuracy is regarded as a special course and. that only those who intend to d.evote their busi¬ ness or professional life to accurate mathematical and chem¬ ical calculations are justified in paying much attention to accuracy. But when you realize that when a boy has been taught in the public schools and goes into the business world., the first course through which he is put is one which is in¬ tended to impress upon him the necessity for accuracy, you will appreciate that thiB is one of the crying needs of the loresent system of education. It is for this reason that I vote in favor of classics and mathematics and for history and geography. These studies 'are more likely to insure accuracy than a slight knowledge • of a great many subjects. Mr. Victor Price selects No. 4 with a modern language In addition. t! I have felt for a number of years, that we are tend¬ ing too much toward specialization, although I realize that a very small percentage of the graduates of the high schools take a further educations,l course. The result of a number 9,220 \ of years observation leads me to believe that early special¬ izing is a mistake, and tends to produce a narrow type of man The specialist should be developed after a broad course of general education has been obtained to produce the best type of man • Mr. John Shuff advises No. 2. '’Always include mathematics. Very few boys when enterin high school know what is really best for them ard the parent are generally swollen with pride. Good English is, most of all, important and most neglected Mr. J. G. Schmidlapp is opposed "to what is known as the elective system of studies." Mr. John V. Stephens suggests No. 4 with English, Science and History. Mr. No V/. Strowbridge prefers No. 4 with Chemistry, Physics and Logic, "assuming that the boy is to leave school and go to work after the high school course and believing the important thing is to equip him to think and to think accurately." Mr. Walter J. Wichgar takes No. 1. "My opinion would favor a general knowledge of a great number of subjects up to the certain point only, after which specialized knowledge in a few selocted subjects for which student seems best adapted." Mr. Chas. Windisch recommends either No. 1 or No. 4, Ke would recommend No. 1 if the boy was not going to continue his studies beyond the high school. He would recommend No. 4 if the boy intended to go to college. He believes that more time should be spent on the study of Spanish. 2220 b0 CQ i i # •X The e i Ds Rev. H. Crane: "Ho. 2; I think this course would Toe my first choice. Ho. 4; Yes, if a boy has decided upon a course in life that requires both classics and mathematics. Ho. 3; A boy should have mathematics.” Rev. F. K* Farr advocates Ho. 4 with English, History, Sci¬ ence and German. Rev. Levi Gilbert prefers Ho. 1 with "Domestic Science, Soci ological (Intro.); Political Economics; Civics (intro.); English Literature (General Survey); Romance Languages (Intro.); and German. !! Rev. Charles F. Goss emphasizes Ho. 4 "beyond all question." Rev. Jacob W. Lapp: "Ho. 2 : This course for a boy who expects to enter business life. Ho. 3: This course for one who will enter college or University and will make a specialty of language. Ho. 4: This course for one who expects to enter col¬ lege or University and obtain a general education." Rev. Edward Mack selects Ho. 4 with History (Ancient and American), English Literature, one modern language (German pre¬ ferred), Elementary Science, Botany, Physiology or Zoology, Ele¬ mentary Chemistry. Question (s). Yes "with a view to acquiring method and ap¬ plication, in order to obtain the mastery of general knowledge." 2220 \ » . Rev. Charles L. Neibel advises No. 2. 11 A good deal depends upon whether the. boy must be con¬ tent with a high school education only,or whether he will be' financially able to go to advanced schools.. I recommend-to-add tion English, History, some Science, a modern Language and add such other subjects as certain conditions may indicate. Obviously the bey who is pre-paring for college or technical school needs a somewhat different course from the lad who will never go beyond the high school. What is needed, is not a ’smattering’ of many Subjects but a firm groundwork in mental discipline that will develop his thinking power. In most cases I ^should recommend that a boy take at least on© of the classics. In other cases I should^prge both Latin and Creek." Rev. Frank H. Nelson: ”1 would advise No. 4 as I believe the classics of great cultural value and mathematics essential to clear thinking." Rev. David Philipson: "In addition to the requirements of classics and math¬ ematics I would recommend English Literature, one modern language (French, German or Spanish), and one natural Sci¬ ence. " Rev. Charles c* Reade: "No. 4. Yes, as in most cases the age of definite de¬ cision for life work has not yet arrived. Question (A). Yes. I believe the age of specialization comes later and. a good foundation in classics and ms,thematics is essential. If a boy of high school age does not try both the class¬ ics and mathematics, how can he tell where his talent lies?" Rev. Silby Vanco recommends No. 2. "Depends somewhat upon the student. In general, mathe¬ matics required of all and some work in two of the four fol¬ lowing languages: Latin, Creek, German, French. Additional required work in English, History, and one Science, 2220 ' I I I 58 "I recommend a thorough knowledge of the above subjects for mental discipline, broad foundation and general culture, combined with a general knowledge of a number of subjects for information." ! Bishop Boyd Vincent: "No. 1; this, when there is no pronounced inclination toward either ’optional’. Bo. 2; this, where the student shows a pronounced ’sci¬ entific habit of mind*. No. 3; this, when the student has a decided inclination toward one of the ’learned professions’. He believes in "a broad foundation,general intelligence at first and then specialization.” Rev. E. P. Whallon recommends No* 4 with General History, Composition and Historic• "An excellent rule for any student or professional man, is to learn as much as possible of one thing and something of many other things. Mastery in one department; some knowl¬ edge in many," 2220 •- .J I t Medicine. 59 Dr. Sam Allen prescribes No. 2 with History, Science and modern Languages. Dr. Edward R. Baldwin prefers either No. 2 or No. 4 with I! more English in both of them.” Dr. 0. L. Bonifield: ”I believe in No. 4, regarding mathematics as the best mental training and the classics of inestimable value to any one who uses the English Language. My severest criticism of the Public Schools is that their pupils graduate with a smattering of many things but a thorough knowledge of none. It gives them the habit of superficiality which is hard to overcome. The successful man is the one who can do some one thing better than his fellows.” Dr. A. C. Bachmeyer: "No. 2; plus a thorough business training and with special subjects to prepare him for his chosen profession. No. 4; for the boy intending to follow one of the pro¬ fessions . I believe in an elementary knowledge of a number of sub jects, such as is secured in high school followed by special ization later at college.' 1 Dr. Arch. I Carson: "Depends on the after career. The course is of less importance than the method and teacher. The important things are to teach ability to concentrate and how to studyj application. t: Dr. Harry Dunham: No. 2 is chosen with the hope that German and French may replace Greek and Latin..” 2220 ♦ / ) / 60 Dr. J. H. Eiohberg: "A course should bo selected to furthor the boys future intention." Dr. John E. Grieve: ”1 favor a course requiring both the classics and math¬ ematics and furthermore a general knowledge of a great many sub jects," Dr. C. R. Holmes chooses No. 2. "Nos. 5 and 4 depend upon what the student is going to take up for his life vrork. In response to your circular I beg to say that to my mind #2 and $4 should depend upon whether the student has funds at his disposal that will enable him to carry out the courses which the higher education requires, or whether he should simply have a practical education. If he is to fit himself as a mechanic or foreman, I take it that his educa¬ tion should be different than if he expects to enter the engineering or even a business career, and certainly there should be a marked difference if he is going into the learned professions# It appears to me that we are losing too much valuable time in giving some young men and women more education than is necessary for the stations which they are going to occupy in life, and not enough to fit them for different spheres, thereby frequently taking out of their lives two or three valuable years which might better be devoted to the practi¬ cal side, and that most profitably." Dr. Oliver P. Holt: M I most heartily recommend No. 4 but It should not be too prolonged. The Natural Sciences should be taken in con junction with it. A thorough knowledge of a few subjects will produce the greater power of concentration and it will develop the reasoning faculties to a greater degree. The lack of these qualities seems to be the fault of modern systems." opon i-j fZj \J •*- • , ■ . f i i 'T j - • 3.ft ?'v, ii ■ £. ;r> " “X- t'i « Q . w to; ;>f rJv c." . • • t- til. : *r >'i "i T7c<; • ' ■ ••. • • f * . 1: • e ., ■ : • '• $ 7 ': • •< o0•? •' : . i ia o.E h .03 ?:. ioi 4 • ''■■■ <■ . . «r * ——, . .i . « t ' ’ ' Ai ' rwf : | i£fi#db i " ;r/r:’> '• f- Wit •- -V ' • o.l 7 J. :■; : •: ' ■ 31 Dr. F. W. Langdon: "Ho. 2: First Choice. As a ’trier out’ of capacity, mathematics seems most important. Therefore school-students shouls have opportunity for the foundations of mathematics. Probably few would he justified in following it up in a thorough sense later hut this ’few' is important. Ho. 4: Second Choice, Question (A). Yes as an aid to expansion. Question (B). (No, rather than contraction of interests), the ultimate tendency of later years being of necessity to¬ ward contraction. Again a high school pupil could hardly he expected to obtain a ’thorough’ knowledge of even one subject." Dr. E. W» Mitchell: "No. 2. I would have some science required — class ics optional with modern language," Dr. Win. D. Porter: "I do not think it is possible to select a ’best course’ for all students; as the natural bent of each should be con¬ sidered. To be specific, I believe the best results would be obtained for the greatest number by combining Latin and Mathematics and to build up the remainder of the course with science or literature according to the ability and inclina¬ tion of the student. I have talked with a number of suc¬ cessful men of good oducation, and a large proportion attach much importance to their grounding in mathematics and Latin ." Dr. B. E. Rachford prescribes No. 2. "I believe in the high school course that every pupil should be required to take mathematics and that the remainder of the course should be optional; that is to say, it should be chosen with reference to the bent of the pupil’s mind, I believe that specialization in individual subjects should follow the high school course." Dr. Robert W. Stewart emphasizes No. 4 "unquestionably"; and"these subjects until the student knows something." / / OQQA t J t-J ' ~ .. ' fV*t h . -. 1 ♦ V ■ u + it* « * • ft p\< m <■ , • • » . ■ Law 32 Mr. Alfred B. Benedict advocates ITo. 2. / "No. 4: Mo, but second choice. I believe that mathematics should above all other sub¬ jects be required, as it is the best hnovm training for the reasoning faculties. Next come the physical sciences, as human beings should know the world they live in. If a boy is to go beyond the high school or is intended for profes¬ sional or literary work the classics are essential.” Mr. John E. Bruce prefers No. 4. "I approve this course (No. 4). French or German might be required instead of Greek, or in addition thereto.' Mr. Richard Ernst: ”1 want both classics and mathematics and a thorough course in English." Mr. John Galvin selects No. 4- "with as much history as can properlv be added. "After the high school course, then there should perhaps be a, study of few subjects for thorough knowledge.” Mr. Charles Theodore Greve: tr A thorough knowledge of a few studies is most import¬ ant. This should be accompanied by a general knowledge of many to the extent that this does not sacrifice the thor¬ ough knowledge of the few.” See his letter on page 7 of insert. Mr. L. J* Hackney prefers No. 4. "Other subjects would depend upon the capacity and_ environment of the boy and the choice of his life work.' 1 oo on ■ ■ . . Mr, Thornton M. Hinkle advocates No. 4. tr Possibly modem history hoy f* 7 omitting Greek* adding a modern language and depending largely upon the character of the Mr. George Hoadly writes: ,f I am unable to answer your questions in exactly the shape they are put. I would say that courses No. 2 and No. 4 seem to me distinctly preferable to the others; but it would depend, to some extent, on how far the mathematical course is to be carried, and the answer would be entirely contingent upon two questions which you do not include in fcour questions: First : Does the boy in the supposed case intend to carry his education beyond the high school stage? Secon d: If he does, does he intend to enter a scien- tific school or college? To a boy who does not intend to carry his education beyond the high school stage, I should recommend distinctly course No. 2, The practical value of mathematics to most people, tho moment you get beyond elementary arithmetic, is nil; but thoir value as a training in accurate and logical thinking, if they are well taught, is very great, and the only substitute that I could conceive of as boing of equal value is one that I do not believe is or can be well taught in any public high school in the United States - and that would be a really severe course in logic. In addition I might say that while I think the training in accurate thinking, given by a mathematical course, is nearly, if not quite as valuable as that given by a course in logic, I think the average high school boy is sufficient! mature for a course at least in so much mathematics as may be included in the ordinary preparatory algebra and in those parts of Euclid ordinarily used in preparation for college and in the college freshman year; and such a boy is not suf¬ ficiently matured intellectually, in my judgment, to profit by a course in logic. I also think that the Classics, and particularly Greek, are of great value for much the same purpose. A high school cannot teach, and the ordinary high school boy is not suffi¬ ciently mature to learn, enough of any subject to be of any great practical value. The course must be carried further for thaw purpose. The principal thing that can be taught in a school, and that ought to be taught (and I regret to say I see by a number of publications is to a very large extent not taught) is the art of studying, with the power of concentrated and continuous application. A school that would teach a boy that, would teach him what for his future life would be of more value than anything else he could learn In a high 2220 • ■ • / ' ' •.:r4 *i,\ ' . . , . . ■ ■ . . : • ! •: M;. ! •• V . ■ ’ : ; ' «*-"• ( t _ •• • •i ' if* i <5 * ' ' school; and it is my observation, at least, that a boy who has been really well drilled by a competent teacher in Greek learns that more thoroughly than in any other subject. I am not speaking of the boy or man who carries his studies far enough to "read Plato with his feet on the fend* er :! , but of the boy who drops the study say at the end of the Freshman year in college, or even at the end of his school course. So far as possible, it seems to me that a boy should take in a high school those studies vrhich he cannot pursue for himself. A very good working knowledge of history, of course, - not accurate or scientific, but much more than the ordinary man of cultivation possesses, - can be acquired by anybody who has a taste for reading, by a course of pri¬ vate reading, well laid out. Of course, that will not teach him the methods of historical research. I am sorry to be unable to, use your blank in replying to you. I return the blank, however, and I would add one thing, and that is, that it is far better to know one thing well than to have a smattering of a great many things. There is no proverbial expression that has more truth than that which describes the homo unius llbri as being a person to be feared. It is nothing but a proverbial description of the fact that the essential in all things is thoroughness." Mr 0 Harry M. Hoffheimer. "I favor a course that requires mathematics also Latin with Greek optional. There should be a substantial course in history and more attention paid to English." Mr* Charles J. Hunt: These questions cannot be answered Yes or No. The an¬ swer depends upon how many years the boy will probably have to devote to school and college education. Given such number of years, many or few, the earlier years should be devoted towards acquiring a general knowl¬ edge of a great number of subjects and the later years to¬ wards acquiring a thorough knowledge of a few studies. During such earlier years whether few or many both classics a.id mathematics should be included." m *—*-. 1 *. Mr o Ferdinand JeIke: "There are certain conditions to be taken into consid¬ eration in answering your question. 2220 I? ' ' - ’ - 4\J -'i. / '«.< .% • " ■ i: •'! c ' . • r i J , ' J: -f lov. £4 •• * A * • * 4 ' : . . ' -8 ■ / • •' r c t> i , ■ 4 , > c 7 0'’i‘< . .j jSc • ' Is the boy’s education to terminate with the high school, or is the high school preparatory to a University courso? A, If the former, I would consider aptitude and pros¬ pects. While the high school or adolescent period is a little early to let aptitude control, it should be considered 1. If a boy's prospects carry him into industrial life, I should favor No. 2. 2. If his prospects carry him into commercial life, insurance, journalism, or any of the callings requiring the elastic mingling with men, I should favor No. 5. 13. It seoms that No. 1 could be molded to fit the boy. B. If preparing for the University, I would recommend No © 4, I would bo influenced by the same consideration in an- sworing your other two questions. If the boy’s course is to terminate with the high school, I would favor a general knowledge of a great number of subjects. If preparing for the University, I would favor a found¬ ation and disciplinary' course in both classics and mathemat¬ ics, leaving general expansion until later,* this for two reasons: (l) The later opportunity. (2; A mind so trained will always reach out for general knowledge through a life-time of intelligent effort.” Mr* Malcolm McAvoy recommends No. 4. He believes in a thorough knowledge of a few studies for high school at least and half of undergraduate college course also. Mr. W. H. Mackoys "No.2: Mathematics and one or more modern languages when a boy intends to enter upon a business life after the conclusion of his high school course. No. 4: Both the classics and mathematics when a boy intends to enter college after the conclusion of his high school course, I b lieve that a boy should pursue those studies which will best develop his capacity to reason and to draw con¬ clusions for himself.” Mr. Stanley Matthews: "This course, (No. 4) seems to me to be essontial as the groundwork of an education.” 2220 . * t A* ttrM ' ; .. flicker • < .* .:•} t . •• 7 a:•• • • 7 ' :' fc .: ‘ v- ■■* .• '■ . . tc l", •••■: T!.. e -M' . L «s #81 ;c o'JJ'C r x<2 (j. ■ > - ■■"ivinr:: l r . - t ' ■ . ' • - . f "..iy&m « :•> I s*' 1 v iJ vj$- *: . a< # r‘- - r p » .3 ' ^ J • ’ Jfc '..T! .j ' * , » rv f ». ■ . , I' T \ t ■ 1 ‘ * .Li,.',. . ’ . ! •' ..t ' ■ : ' ■ r * ’ ' ' <\* : . .V • -V l*/£0 Ctc£«t 66 Mr. Max B. May: I should advise this course (No, 4) provided instruction is likewise possible in History and Science." +—> t, rnmrn »-./*» (»•«» i**pm*» *—• Mr. Albert Morrill: "Everything depends upon the boy. But for the average boy and for general purposes of education I vote for course No. 4 with History (Ancient and Modern), English and Ameri¬ can Literature, Physiology, Geology, Botany, one modern lan¬ guage, and Principles of Government 0 " Mr. Jo W, Peck advocates 2. "A one or two year Latin Course, Greek optional, the accent on the sciences 0 " Mr. Robert C. Pugh prescribes No.4 with general literature and some modern foreign language. ►—> »— >—*•— mm* ****** I Mr. C« D. Robertson selects No. 2. "No. 4; not for every student." "Arithmetic, History and Geography are relatively of most value for boys in my experience." Mr. W« P. Rogers: "It would depend somewhat on the natural mental quality of the boy. But if he seemed naturally fitted for it, I would advise No. 2." Mr. Murray Seasongood recommends No. 4. He also rocommends the following: Rhetoric, History (Ancient and Modern), French, German, Spanish, Physics, English Literature and Astronomy. "If possible, the course should be different for those 2220 . • ■ o r : ' ' ' ■ ■■ ■’ • T . , ‘ . ' at' > 4 f* nm ' • 'Xl: ’ *** *** • * r ( . .«♦< «,*. .* , n •> < "<* ’X< ■ , ■ i © { • * i £ j :i. ■;; r.: / ft 'Vra-- ,T •; < >-H a* ' 7 \t oh > ; ■ t '• iv*■ .1 r’l;.' meaning to go to Gollege and those not. The hoy in the lat¬ ter olass should have his interest aroused in many subjects, and, if he is of a studious turn of mind, he will continue to study these (or some, at least) after graduating from high school. The boy who goes to College will have a great variety of subjects offered him, and what he needs most in high school therefore is the habit of thorough study in a few subjects. On the whole for either class, I think the mental discipline from getting deep into a few subjects is of great value. Even for the boy not going to college at least one subject should be made of major importance. The habit of thoroughness is what we need most," Mr. Chas. B, Wilby emphasizes No. 4, ,T No. 1; No, the elective system should not begin earli¬ er than the sophomore year of the college course. No, 2; I believe mathematics and the classics are equally necessary as mental training for every boy. No high school boy should be_ able to dodge that training, In ad_dition to the classics and mathematics, the high school course should include E nglish and history , and at least one modern language, preferably French . I am glad your questions apply to boys alone.” Mr. D. Do Woodmansee chooses No. 53. "I would require a thorough course in the sciences, physiology, and astronomy. He should have at least two years of both Latin and German. Question (A). No. Question (B)« Yes. But I prefer to have a general knowledge of the impor¬ tant sciences than to entirely neglect a part of them." Mr. W. Worthington. "I have delayed sending in my suggestions on the blank that accompanied your circular letter partly because I do not know that I am quite sure of the standpoint from which the questions are to be answered. The advice that I would give to a boy would depend very much upon what I thought of the mental characteristics of that particular boy. If we assume that the boy would have the four options that are indicated in your list of ques¬ tions, -which option would be the better one for him would depend in my judgment partly upon his mental makeup and opon IW (-J Kj V I •r- '' •x a ^ o ;t 'V ( : a _•’’Xf . .1 • 7* • ( : , I ,, :oi •& 'x l\ i - >"rr ' ’ - . . *■ • rfUW r . t . 7i . i.. , • V? • • *. • V . if J ■ . • • rr# • .t ':«• • £ o orj ecu- . .. , - I.W i -vr. >t i 3 • — • «n_ ■»». C' • '•> t « ■ J 0 X 1 $ 'Xi A fSj • i r r^j - f - * 6 lwxq t 7 rr bo : one ■ 'i 1 .... .>4 .... . * - TO f)fi T *; P: n ♦ • "1 •• ' * • - -) fj - ro,:' j-s > i * •-' ’ ; - - . . c ■ tT'- t row • Kl* •*. .. i *S r-.; - r • . fJU#S| i.:' ! ) T . . •• *<*$• 68 partly upon his purpose or intention as to carrying his stud ies be^’ond the high school. Assuming, however, that what is dosired is not so much my opinion as to what would be best for any particular boy, but what kind of a course would do the most good for the greatest number, then I should unquestionably vote in favor of the course requiring both the classics and mathematics, and consequently I have written my name under No* 4 on your list of questions. You ask also whether I believe in general knowledge of a great number of subjects or in thorough knowledge of a few subjects, I take it that this question is addressed to the stage of education referred to in the other questions, that is to say, the secondary school class. And with this I should say unhesitatingly, the instruction should be over the larger field. Specialized study should be indulged in only after a general education has been acquired,” V . • r? . : 1 • • l £ ” 7- » . " r a . * r * . . * t_ . _ . . . ' . ' . ■A • »- UNIVERSITY OP CINCINNATI *9 February 7th, 1916 Dear Dr. Hancock:- I have been greatly interested in your study of High School requirements. As far as my experience goes with stu¬ dents entering the Medical School, it seems clear that the freedom of election which has been permitted them in the High School and in College has been a serious disadvantage, to their preparation for Medicine. Entirely too large a proportion of these students have had an insufficient amount of Latin. Their work here and in English has too often been superficial. In Mathematics very few have secured a satisfactory working knowledge. The average man lacks a systematic method of thought, and exhibits no near approach to the mathematical precision required in Science, and more needed every day in ordinary life. A number of courses in school will teach observation, memorizing, or description, as geography, history, or litera¬ ture; but in biology, anatomy, or plrgsiology, it is necessary, in addition, to be able to dray; accurate, safe conclusions from collected data. The constructive process in an induc¬ tion requires training in mathematical reasoning. This is not realized b3^ most persons unfamiliar with the modern demands of Science and the subjects which are de¬ pendent on her results. If medical sciences are to be taught as anything more than mere memory work, we must insist on our students being previously trained in mathematics, and much more rigidly trained than they now seem to be. Their method of thought is now apt to be diffuse, unsystematic, and inconclusive; apparently because of the loose way in which they have been hurried through a minimum of both Latin and Mathematics. These subjects have always represented substantial mental discipline, besides forming a necessary part of our funda¬ mental equipment, I believe that more time and more thor¬ ough method is needed for both Latin and Mathematics in the High School. A great advantage in Mathematics as a preparation for our work is that the student finds it necessary to obtain a correct knowledge of each step before he goes further into the subject. Each more advanced section depends, insistently, on the use of what has gone before. Mathematical reasoning also teaches the student to group the elements of a problem in proper proportion to insure accurate conclusions. These characteristics are also not only prominent in Physics and Chemistry which medical students are now obliged to study more than ever, but are needed in anatomy, biology 2220 XT . . * ' ' ! , . ■ ’ ... ■' “*> ' /M < > . < » ' . pi • • ' » • *1 i. ■ 70 and physiology to a degree not generally appreciated, I do not refer only to measurements, weights, percentages, calcu¬ lations of relative values of force, etc,, hut to the funda¬ mental methods required by exact thinking. I am brought face to face with serious deficiencies in training for this pro¬ cess every day. Sincerely, H. W. E« Knower (signed). 2220 •'v. >6 M iHmcnAi •• : • ■ • •. : 'O i UNIVERSITY OP OOHOINNATI 71 April 8, 1916. My Dear Professor Hancock: In a statement recently made by a professor of the University before a gathering of secondary school teachers of Cincinnati and-vicinity,the relation between the study of English and that of foreign languages was touched upon. Cer¬ tain statistics which the speaker had gathered gave,according to this statement, the following conclusion: while nothing positive can be asserted, yet, so far as the figures indica¬ ted, no superiority in English grades can be found among those who take foreign languages over those who have had no foreign languages. This statement seemed to me to be contrary to any ra¬ tional conception of educational values. For, if education means anything, it means the training of the intellectual processes in certain fields of thought. While there are some who deny the possibility of transferring mental powers from one field to another, yet it would seem clear that all languages are sufficiently of a kind to be considered as essentially within the same field of intellectual endeavor. Since, however, the gathering of statistics seems to be the spirit of the day, I was induced to undertake the mak¬ ing of an investigation into the same data which had been em¬ ployed by the author of the above-quoted statement. The first difficulty that arrested my attention was the impossibility of making any comparison upon the grounds assumed by the pro¬ fessor, who included students taking any foreign language. Upon such grounds any conclusion would be futile from the fact that almost all students entering the University of Cincinnati in the fall of 1915 had at least four credits in some foreign language. Since therefore a restriction of some sort had to be made and as my own interests are primarily classical, I con¬ cluded to make an inquiry along the following lines: to divide the entering class of 1915 into three groups: (£) those of¬ fering four or more credits in Latin and Creek, (b) those offering two or three credits in Latin, (c) those offering no credit in Latin or only one credit. Having made this division, I then looked up the grades these students receiv¬ ed in English 1 at the February examinations. Dividing these grades into two groups, the one group including those receiv¬ ing A to B-, or the superior students, the other group in¬ cluding these receiving C+ to E, F, and sub-freshman, or the inferior students, we have the following results: 2220 ■ i ' ■<* i ' -- i • .f ft rrljSvt' L - »r: v S ri£l ****>$ .. . ■ •• ' •; ' *?*? ’ . • • -C ; .: • >: ■ '■ • : - ■ . r« • •- *■« * >14 -i : • ' I • ■ ■' .. .n, ; • - - . ; " 72 Grades in English 1, A to B- G to F and Sub-freshman Total 4 credits or more in Latin and Greek 41 .. . 94 .... l g 5 Two or three cred¬ its in Latin ..... 11 .. . •.. 76 ... 87 No or one credit in Latin . 3 . ..43 .... 46 From this table the conclusion is evident that, as far as these statistics go, the chance of those stadents who have had four or more years of Latin and Greek of being in the upper division of English students is about one to three; of those having two or three years of Latin, about one to eight; of those having no or one credit of Latin, about one to fifteen. Very truly yours. Wo T. Semple (Signed). 2220 fc| § ' • no. ?♦ * ••>.; . ■ m ■ t . ■> - ' •> • < ■ * ! ■ ’ ; '..i ■ . . . Even a cursory examination of the answers to my questionnaire shows that many very prominent men have voluntarily expressed themselves as absolutely opposed to the training that the boys are now getting. In the spaces left blank in my circular letter for recommendation of other studies, it may be observed that by residents of Cincinnati book-keeping was suggested three times, a commercial course three times, trade course once, salesmanship once, English and English Literature twenty-two times, modern languages fifteen times, History twenty-three times, science sev¬ enteen time3* Recommendations from men outside of Cincinnati ran about in the same way. ■ Now we find that in the elementary or grade schools there are taught English, Geography, History, Mathematics and German (optional). The opinions expressed almost unanimously in the answers to my questionnaire are that these courses should be con¬ tinued with increased emphasis in the high schools and that there should be added science and languages, either classical or mod¬ ern, preferably both. A few courses could easily be arranged so as to include all these subjects, and most of us believe that if the boys were made to take such courses and each day were required to do a definite task, the great majority of them would be much better prepared to begin their respective vocations. It was shown above that not seven per cent of the boys who enter high school, have decided upon their future careers, those who constitute this seven per cent many expect to be preach¬ ers, lawyers, doctors, engineers,etcand such are very emphatically 2220 **ai t i**?* ■ * ■' a - '^d 4 to&Kftffi'ti if'yf# **& r.v 'rib- I tl i (ft* '■••*« f«1fce * f " ’ ■ v t . ■ t ♦ \.v • - • . " • * ( .' ... • 1 r r r . . - ....... •. 74 advised to take the courses just mentioned. It follows that eight or ten different courses have been inaugurated to accom¬ modate less than three per cent of all the boys. Under the existing conditions, it is evident that if in the educational system as a whole, from the kindergarten to the uni¬ versity, the present numerous courses were contracted instead of expanded, the fundamental subjects could be more emphasized and better taught; it is also seen that the authorities could get a better line on their teachers and could require constant improve¬ ment in their scholarship. At the same time they could pay bet¬ ter salaries and give a better status in the community to teach¬ ers and 'thus induce better men to enter this, the most important of all services, * Resume , 1. An investigation has been made in which in the answers of approximately one hundred Cincinnatians are found to correspond closely with those of one hundred non-residents of Cincinnati. 2, The author v/ishes very much to see the investigation applied to other localities, 3 0 Many prominent men in very diverse vocations have shown great interest in the investigation. They have not only answered the questions that have been raisod and offered numerous comments on them but they have also voluntarily taken the trouble to write letters which are of great interest, 4. The consensus of opinion is that the subjects which, always have been considered fundamental should b° emphasized in the high school course. 2220 T • »d /' 1 W'if.'ttt .'} d . JQ ( • ;| 'tr'■* x!i j • 5 - • V’ " ,t - 1 ■' : *’ • . . t*. ; , Bj ■ • • : • , - , ■ w ■ ' ■ t krtaxwe*! r ■ ‘ : - :• -■ ~ ; . ' t ' ' •- ■; R * ' " f‘. ' • • • - . ■ . , • o le \ ' l ’ r*-.” ‘t? * • 1 * ’ ■ • ' ■ • 'i. rr ■ ■>'" ^ ; ' ' ' rf • ' ‘ wit nt **»**tafi s*»mi ■ oi " ■" ■ •■'•• 'J ' ••• • fc • s ’ ■ y ' u '' ^ : •; fritt /sjt ■ 5* There is no ground or demand for the introduction of many subjects that hav found their way into the high schools. For example, in the so-called Commercial Course we find "applied mathematics" substituted in the second year for Plane Geometrv. It is to be noted that applied mathematics usually follows a course of at least five years study in pure mathematics. As used here the term is a misnomer for "easy arithmetic". No mathemati¬ cian or body of intelligent business men would recommend such a substitution. It is one of many examples of the "ease" that is permeating the schools. No B a Illustrations are taken from the field of mathematics since the author is able to speak with authority on this subject. S. Teachers are wasting much time with courses in methods, pseudo-psychological subjects, vocational guidance, etc., to the detriment of the subject-matter which they.are teaching. For example, it is quite possible, and I find it to be often the case, that a person who has taken only the first two years of mathematics in a high school and whose grades are hardly passa¬ ble, is able without further study in mathematics to obtain a position as teacher in the seventh and eighth grades. It is also true that the best pupils in the class are better able to teach the mathematics than are such teachers. I find also that many of these persons are rated high upon the preferred list of teach¬ ers, and, unknowingly on the part of the superintendents and in¬ nocently on the part of school directors, those teachers are rap¬ idly promoted, 7. The methods known as Vocational Guidance ca nno t be ap¬ plied to pupils entering high school (see the experiments of 2220 Dean Schneider mentioned above). With rare exceptions there is no one who can make a "proper selection which enables the bo 3 ^ to 4 obtain the education which will best suit him for his subsequent career," nor is there any one to make "individuality of a boy ! s A mind •" 8. It appears that not seven per cent of the boys who enter high school have any idea of what they intend to do In the future, and of this seven per cent the majority of the bo 3 r s are advised to take strictly disciplinary courses. * \