T UNfTED STATES BUREAU OF EDUCATION - BULLETIN. 1913, NO. 41 . ^ - . . . WHOLE NUMBER 551 \ - % PRELIMINARY STATEMENTS BY CHAIRMEN OF* COMMITTEES OF THE COMMISSION OF THE NATIONAL EDUCATION ASSOCIATION • . . r ON * THE REORGANIZATION OF SECONDARY EDUCATION % CONTENTS. I>e(ter of tranBmfttal statement of chairmen of the committee on . articulation of'hlRh'KhTOi and college O.’jgin of the commission Results to be secured. Membership of the commission I— ” Rian of work ^ Statement of chairman of the committee on English 1 ' 'The point of view . The plan Alms Problems Statement of chairman of tbe committee on social studies The point of view Community civics , . SurA'ey of vocations . History j ^ Economics Civic theory and practice ; Statement of chairman of the committee on natural science The opportunity of the committee-^ The opCTnIzatlon of the committee » The plafc of work " Statement of committee bn ancient languages ” secondary school s--queetlon8, criticisms, sug- £||tloqs - ch AbBtr^Sl-. chairman of committee on modem languages- Staten Abstr I. Alms _T . II. Met^^od IIL Material- • IV. Details of procedure ' V. Teachers and .texts ' Statement of chairman of the committee on household arts. Statement of chairman of the committee on manual aits^ Tentative conclusions _ .. Problems for discussion ’ , ' Experiments to be made ^ Statement of chalr^nan of the .committee on music * Ensemble singing ~ Chorus practice In fljrst and second years — Chorus practice In third and fou^ years— ^ \Modcia , apprecUtlon- Pare. S 7 7 8 8 9 9 10 11 11 14 ^ 16 1C 18 22 23 24 26 28 . 28 29 20 32 ^ 32 ■ 40-^ 40 41 44 48 *49 66 68 . 62 ‘ 64 64 66 68 4 COKTEKTB. Statement of chairman of the committee on music — Oontlnned. F»r«. Harmony a » f ; — Counterpoint '^2 ^ Orchestra ensembte ^8 • Credit for music applied under special teachers outside of school 73 Statement of chairman of the committee on business 75 4 Aim of the commercial course Shall short courses be given ^ 75 Should commercial work be given In the scvfeiith and eighth grades of the grammar school ^ Plans for committee work Index V \ LETTER OF TRANSMITTAL * Department op the Interior, Boreao oe Education, Wa&hington^ September 23 ^ 1913 . Sir: The whole problem of secondary education, both as -to aims and as to methods, is now undergoing investigation. The demands for the readjustment of the work of the high School are insistent This bureau has no specialists in secondary education and is unable to respond as it should to the many requests for information in regard to the trend of thought on this subject for advice in regard to the organization and readjustment of mgh-school sys- tems. It, therefore, welcomes all the more heartily the cx)operation of the commission of the National Education Association on the re- organization of secondary education. This commission is attempting, as the first step in the more thorough study of the high school and its work, to collect the best opinion in this country in regard to the aims and methods that should prevail in secohdary education. The accompanying manuscript consists of preliminary statements by the several chairm^ of this commission. Their publication for distri- bution among principals and teachers of high schpols and students of secondoxy education for their criticism will greatly facilitate the work of the commission. I, therefore, recommend that they be pub- lished buUetUi of the Bureau of Education. The final report of the commissibn should then b^ published as a revision of this bulletin. V Respectfully submitted- . . P. t. Claxton, _ ^ _ • Cimmmioner* The bscRxxABr or the Intesiob. THE REOR,GAT^IZATTON OF SECONDARY EDUCATION. STATEMENT OF CHAIRMAN OF THE ’ COMMITTEE ON \ ARTICUI.ATION OF HIGH SCHOOL AND COLlEXiE.^ ORIGIN OF THE COMMISSION. Tho commission on the reorgan iziition of secondary education is a logical outgrowth of the first report of the committee on the articu- lation of high school and college presented in 1911. At that time the committee submitted a broad definition of a well-planned high-school course and recommended the liberalizing of college entrance require-* ments so that the satisfactory completion of any such well-planned high-school course should be accepted as preparation for college. This report was widely distributed, and its recommendations are receivinir approval by an increasing number of educational a.s.socia- tions, colleges, and ^tate boards of education. If was reABT EDUOATIOH. RSSULTB TO BE SECUBED. It is hoped that this conunission will — (a) formulate statements of the valid aims^ efficient methods, and kinds of material whereby each sifbject may best serve the needs of high-school pupils. ' , ‘ (J) Eijable the iiiexperieyiced teacher to secure at the outset a correct j^int of view. ^ • (c) Place the needs of the high school before all agencies that are training teachers for positions in high schools. (d) Secure college entrance recognition for courses that meet actual needs of high-school pupils. MTSMBRRHHIP OP COMM1B8IOK. * The commission will consist of the following 14 committees r (a) .Twelve committees on various high-school subjects, 10 of which were, appointed in 1912-13. ^ . (b) The committee on the articulation of high school and college, organized in 1910-11. (c) A reviewing committee composed of the chairmen of the pre- ceding committees and not more than 10 “ members at lajtge.” The chairmen of the committees already organized are as follows : Oommlttee on EngUah — James F. Hoslc/Chipgo Teachers’ Oollege» Chicago. 111. Committee on sociar stumea— Dr. Thomas nesae Jonea» Bureau of Education, ‘ .Washington. D. Q. * Oommlttee on natural adencea — William Orr. deputy State commissioner of * education. Boston,' Mass. Oommlttee on ancient langnageB — Dr. Walter Sugene'Foster. Stuyresant High School. New, York. N. I. * Committee on modem languages— WUUa^ B. Snow, SogUsh High School, Boston, Mass. ^ Committee on household arts— Dr. Amy Louise Daniels, UniversUy of Missouri, Oolumbia, Mo. Oomndhee on mannal arts— Prot Frank M. LeavitC University of Chicago, ^ OhlcagO, IlL * Committee on music— Will Earharli director of music. Plttri>urgh, Pa, Committee on busin e ss A. L Png^ High School of Oommme, Tork,^, Y. Committee on Igrlcnltore— Pfof. A. V. Storm, University of Minnesota, St , * . Paul, 'Minn. . Oommlttee <4 the arUenlatton of high school axid oonetn--Clareim.D. Kingsley, i ' high .M^opl Inspector, l^rd Bnllding, Boston, Mass. ^ ; r of these" committees, with two ezoep- is giY^ at the end of the statement of the chair^ M u Jiot&e of the boicunit- ^ ^TICTJLATION 6? HIGH BCHOOL AKD COtLEGB. x $ S PLAN OP WORK. Several coipmittees have ainfMy made substantia^ progress; two joint conferences were held in Philadelphia, one in Dumber, 1912, and the other in February, 1913; and preliminary rej>orts were dis- cussed at various round tabl^ of the National Education Associa- tion, July, 1913, The reviewings committee will probably meet for a three-day oon- fereuce at the University of Chicago, December 29, 30, and 31, 1913, At this conference reports of the various committees will be con- sidered in detail, modiScations will be suggested, and the results will be published as the first report, of the commission. It is hoped that"^his first report will be sent to every high school in the United States. In July, 1914, there will be' opportunity for a free discussion of the reports at various meetings of the National Education Association. The final .report of the commi®ion is not expected before 1915. jEach person receiving this bulletin is urged to send suggestions and criticisms to the chairman of the appropriate ccanmittee. ^ ^ CuuaKNCE D. Einoslet, Chairrnafu Ford Buildino, Boston ^ ‘ * The other members of the committee on the a^iculaticm of high school and college are as follows: ^ Williatu M. Bntler, principal Zeatman Bigb School, St. Louis, Ma Frank B. Dyer, superintendent of achools, Boston, Mass. Charles W. Evans, supervisor of English, East Orange, N. J. . * Charles H. Judd, professor of education, University of Chicago, DL Alexis F. Lange, dean of collegeftfaculties. University of California, Cal W. D. Lewis, principal William P«m High School, Philadelphia, Pa. WlUlam Orr, deputy State commissioner of education, Boston, Masg. WllUam H. Smiley, superintendent of schODlA Denver, Oola STATEMENT OF CHAIRMAN OF THE COMMifrEE ON ^ ENGLISH. In order that the Kport of this committee may Kpresent as folly as possible thaaiesults of study and ezperimmat in every quai^er, the cooperation of all ezisUng organisations inteiusted in the problem has been and will continue to be sought. The national conftimioe adly speaking, it should be the piupcm of every Snglish teach^, first, to quicken the spirit and kindle the mind and imagination of his pupils; and to develop habits*of weighing and judging human oonduct with the hope of leading them to higher liviiig; second, to supply die pupils with an effective tool for, u»-in their futord p^v^te and thO'^beet commj^ of ;kagnagev;w ’ 12 BE0ROANI2AT10K OF SEOON0ABY E0TTCATION. ' . The particaiar results to be sought may be somewhat specifically indicated as follows:^ ' L In general, the immediate aim of secondary English is twofold : (a) To give the pupil command of the art of expression in speech and in writing. ^ " » {h)^To teach him ''to read thoughtfully and with appre- ciation, to form in him a taste for good reading, and 4 . to teach him how to find books that are worth while. These two aims are fundamental; they must-be kept in mind in planning the whole course and applied in the teaching of every term. IL Expression in speech includes ; (а) Ability to answer clearly, briefly, and exactly a ques- tion on which one has the necessary information. (б) Ability jp collect and organize material ' for oral discourse. . (c) 'Ability to present with dignity and effectiveness to a class, club, or other group material already organized. (d) Ability to join in a conversation or an informal dis- .cussion, contributing dne’s share of information or opinion^ Without wandering from the point and without discourtesy to others. (e) Ability (for those who have or hope to develop quali- ties of leadership) to address an audience or conduct a public meeting, after suitable preparation and practice, with proper dignity and formality, but I without stiffness or embarrassment. (/) Ability to read aloud in such a way as to convey to the hearers the writer’s thought and spirit and to interest them in the matter presented. Nom — AU tzpruBlon In ipeeen demnndi dlvtlnet and natural articulation, correct pronnnetatlon, the axerdse of a aente for correct and idiomatic apeech, and the use of an a^eeabla and wtU-manaaed tolce. The speaker abonld be animated b/ a sincere desire to stir np tome Interest, Idea, or feeUng \n hli hearera. ^ nL Expression in writing includes: ^ (a) Ability to write a courteous letter according to the forms in general use, and of the degree of formality ' or informality appropriate to the occasion. (5) Ability to compose on the first draft a clear and read* able paragraph or series of paragraphs on familiar . - ^ . subject matter, with* due ob^rvance of unity and V * ^ order and with sOme specific detaiL jewldtyahlj^'mcjdiaiJ, waa orliteally. praparad fej AUan^Abbot^ of lli« Banaa luiu BoliMlt CblumtoU Obivaultjri^ Appairadi' ijk tha XBpUalx/^oatiua lor t 18 OOMHITTKB ON BKQLISH. (c) Ability to analyze and pz'esent in outline form, the gist of a lecture or piece of literature, and to write an expansion of such an outline. (d) Ability, with due time for study and preparation, to r plan and work out a clear, well-ordered, and inter- esting report of some length upon one’s special in- terests — literary, scientific, commercial, or what not. (tf) Ability (for those who have literary tastes or ambi- tions) to write a short story or other bit of imagi- native composition with some vigor and personal- ity of style and in proper form to be submitted for publication, and to arrange suitable stories in form for dramatic presentation. ^OTC. — All expression in writing dcmai.4B correctne« as to formal details, nametj. a legible and ni^ handwriting, correct spelling, correctness In grammar and Idiom, and obKcrvance ordinary rnlcs for capitals and marks o^ punctuation; tbe writer should make an effort to gain an enlarged rocabulary, a concise and rlgoroos style, and firmness and flexibility In constmeting sentences and paragraphs. IV. Knowledge of books and power to read them thoughtfully and with appreciation includes: (a) Ability to find pleasure in reading books by goed authors, both standard and contemporary, vCith an increasing knowledge of such books and increasing ability to distinguiahiwbat is really good from whatt is trivial and weak. (&) Knowledge of a few, of the greatest authors, their c . lives, th^ir chief works, and the reasons for their importance in their own age and in ours. (c) Understanding of the leading features ^n structure and style of the main* literary types, such as novels, . dramas^.eig(!»ys, lyric poems. (d) Skill in the following three methods of reading, and . knowledge of when to use each : (1) Cursory reading, to cover a great deal of ground, getting quickly at essentials. (2) Careful reading, to master the book, with / exact understanding of *its meaning and implications. (^) Consultation, to trace quickly and accur , rately a particular fact by means of in- ^ dexes, guides, and reference books. ^ (s) The habit of weighing, line by line, passage of espe- . oial significance, whUe odier parts of the book may . 14 BEOBGAKIZATION OP BECONBASY EDUCATION, (/) The power to enter imaginatively into the thought of an author, interpreting his meaning in the light of ^ one’s own experience, and to show, perhaps, by selecting passages and reading them aloud, that the book is a source of intellectual enjoyment, j Nots. — All bookwork aboald^be done with a dear tfaderatandlng on the student's part as to what metbod of reading be la to ase and wblcb of the porpoaea mentioned above Is the Immediate one. Td form a taste for good reading It Is desirable that a considerable part of the pupil's outside reading be under direction. To this end lists o#»recomm ended booka should be provided for each grade or term. These lists should be of considerable length and variety, to auit Individual taates and degrees of maturity. V. The kinds of skiU enumerated above are taught for three funda- mental reasons; (a) Cultural. To open to the student new and higher forms of pleasure. (5) Vocational. To fit the student for the highest success in his chosen calling. (c) Social and ethical. To present to the student noble ideals, aid in the formation of his character, and make him more efficient and actively interested in his relations with and service to others in the com- 'munity and in the nation. — These fundsmentsl alma should be Implicit In the teacher’s attitude and In the aplrit of the class work, but ahould not be expUcltly aet forth afhbould the im- mediate aim of each class exercise. f FR03LEMS. | The committee has formulated a series of problems whitffi must be worked out. These may be briefly indicated as follows: . L In general : " . (a) What is the most effective division of the school course? Is it, for example,* that which provides for an bitermediate school, to include grades seven, eight, and nine? (J) Should the course be planned by years or by half years (semesters) ? (o) What minimum of time for class recitations per week should be demanded t (d) Shpuld a choim be offered in the twetoh or in any other grade between a general oour^ m English and specialized courses in English, such as commercial English t (a)J9o(w shall due ^phasis be secured for speaking, reading) and trrith^ of the more practical matter- of-fact sort without *at the time negiecting the lite^ or seethrtio t OOBIMITTEE OH £HQIIBH« 16 n. As to composition: (a) How shall progress from year to year be indicated and measured? Hbw^ shall the principles of grammar ^d rhetoric be sufficiently enforced without over-formalizing the instruction and preventing spontaneity and the operation^of specific purposes ? H6w much of the tjme should be devoted to oral com- position and what are the proper relationships be- tween speaking and writing? To what extent may pupils be taught to criticise their own work and thdt of their classmates ? ^ What is the value of the various methods of criticism employed by teadiers? What reading is essential to the work in composition? What cooperation of all departments in the work of establishing right habits of collecting and ordering of ideas and of clear and correct expression of them is possible and desirable ? What legitimate opportunities for practice in ex- pression does the social life of the school afford and how can these be most effectively. utilized? What equipnaent does the work require ? (&) {c) -(d) {e) if) i9) {h) ii) III. As to literature; (а) How shall progress from year to year be indicated and measured? (б) * Ho\^ shall sufficient knowledge of the backgrounds of literatijre be insured without defeating the ends of appreciation and, a habit of reading books of ; lasting value? How much of the time should be devoted to oral read- ing and how s^all this be made at once a social ac- complishment and a gateway to understanding? (d) WTiat are the propef limits of the study of literary art in the ^various years? How shall pupils attain to standards of aesthetic judgment ? (e) What part should oral and written composition have in the study of literature? What provision should be made for dramatization ? ' (/) What principles should determine thi selection of books to be read ? For examplei ^ould American authors have preference? 16 BEOBGAKIZATIQN OB lOKDABY KDUOATIOK/ (p') How shall^upils be trained in the use of current bpoks rfnd periodicals and in the choice and enjoy- ment of current plays? (A) What responsibility shall the English teacher assume ^ for the general reading of the pupils and for their library trainiilg? (t) What equipment does the work require? The members of the committee will welcome information and sug- gestions from all who are interested. They wish particularly to learn about the work of schools in agriculturdl and industrial communities which have developed English courses to meet their peculiar needs. James Fleming Hosic, Chairman, Chicago Teachers College. The other m“embers of the committee on English are as follows: Emma J. Breck, Oakland High School. Oakland. Cal. Randolph T. Congdon. State department of Vacation. Albany. N, Y. Mary £. Courtenay. Englewood, High School. Chicago. 111. Charles W. EVans, sopervisor of English. East Orange. N. J. Benjamin A. Heydrick. High School of Commerce. New York, N. Y. - Henry W. Holmes, Harvard University. Cambridge. Mass. Mrs. Henry Hu 1st. Antral High School. Grand Rapids. Mich. Walter J. Hunting, suffer In teadent of schools. Carson City.'^v, W. D. liCwis, principal, William Penn High School. Phllade1j>aia. Po. May McEl trick. East Technical High School, Cleveland, Olilo. Edwin L. Miller, Central High School. Detroit, Mich. 4|^ Edwin T. Shurter, University of Texas, Austin, T6x. Elmer W. Smith. Colgate University. Hamilton, N. Y. Charles S. Thomas, Newton High School, Newtonville. Masai t STATEMENT OF CHAIRMAN OF THE COMMITTEE ON SOCIAL STUDIES.' THE POINT or mw.' I "tt is probable that the high-school teachers of social studies have the -best opportunity ever oflferqd to any social group to improve the citizenship of (he land. Thia sweeping claim is based jupon the fact that the ii^lion and a third high-school pupils is probably the. largest group of persons in the world who Jin be directed to a serious and aystematic effort, both through stuoi^and practice, to acquire the social spirit ^ b.v J^Qood citizendnp jdiould be the aim of social studies in the high ' schooL While the'^ltSiQiniBtrari^^ and instruction throughout the ^Ix SAopl should the socUr welfare of the community^ it OOmOTTSE OK SOCIAL BTUDIE& 17 is maintained that social studies have direct responsibility in this field. Facts, conditions, theories, and activities that do not contribute rather directly to the appreciation of methods of human betterment have no claim. Under this test the old civics, almost exclusively a study of Government machinery, must give way to the new civics, a study of all manner of social efforts to improve mankind. It is not so important that the pupil know how the President is elected as that he ^hall understand the duties of the health officer in his com- munity. The time formerly spent in the effort to understand the process of passing a law over the President’s velo is now to be more profitably used in the observation of the vocational resources of the community. In line with this emphasis the committee recommends that social studies in the high school shall include such topics as the following: Community health, housing^and homes, public recrea- tion, good roads, community education, poverty and the care of the poor, crime and reform, family inconte, savings banks and life in- surance, human rights versus property rights, impulsive action of mobs, the selfish conservatism of tradition, and public utilities, - ^ Long as the foregoing li^t is, it is quite apparent that many more vital topics could be added. It is therefore important to understand that it is not the purpose to give the pupil an exhaustive knowledge of any one of these subjects, but rather to ^ve him a clue to the significance 'of these matters to him and to his community, and to arouse in him a desire to know more about his environment. It is to help him to think “ civic^lly ” and, if possible, to live “civically.” Teacher and pupil must realiee that they are studying living things. They must not be content with the printed page. Everything and everybody in the community must be drafted into the service of the boy and girl striving to become an effective part of the “ body poli- tic” and a constructive member of the social group. Companions in the schoolroom and on the playgrounds,- workers in philanthropy and reform, Government officials^ titid business leaders, voters and laborers of every class are all material for the classroom and labo- ratory in social studies. J History, tob, must answer the test of good citizenship. The old chronicler who recorded the"*de!^ of kings and warriors and neg- lected the labors of the common Is dead. The g^t palace and cathedrals and pyramids are often but the empty shells of a parasitic growth on die working group. The elaborate descriptiems of thtM old tombs are but^Bbunding brass and tinkling cymbals compared to the record of the joy and sorrows, the hopes and disai^ointments of the masses, who ate infii^telj more important than any arrange ment of wood and stone and inm. In this spirit recent history la mo^ ;M of andeiitV^ IS BEOBQANIZAllON OF 8BC0NDABY SDUCAHOK. own country than that of foreign lands; the record of our own institutions* and activities than that of strangers; the labors and plans of the multitudes than the pleasures and dreams of the few. In order that the aim described abo^^ shall be realized, the com- mittee proposes to outline the five following units of social studies: (1) Coinmunity>civics and survey of vocations. (2) European history to IGOO or 1700 (including English and colonial American history). (3) European history since 1600 or 1700 (including contemporary civilization). ^ (4) United States history since 1760 (including current events). (5) Economics and civic theory and practice. CoilMUNITY CIVICS. The term “ civics” is used here to include all the possible activities of the good citizen, whether as an iiTdividual or with private organi- zations or with government. Community civics is intended to acquaint pupil.s with^ the civic condition of their own commimity- Pupils visit in person and study at close range the vital elements of their city, village, or rural area. Personal visitation, and first-hand infor- mation is u distinctive feature of the course. It insures the reality and simplicity necessary to a vital knowledge of social forces. It tends to dignify those those places which the pupil usually , despises because they are familiar. Finally, knowledge of the neigh- borhood will show the pupil how an effective education will make him a productive citizen. It is the belief of the committee that such a course should be offered to the pupil as early as his powers of appreciation allow. The ad- vantages of early acquaintance with the civic conditions are: First, that the larger number of pupils in the lower..grades would be reached; and, second, that many pupils realizing die value of educa- tion would remain longer in school. In view of this conviction it is fortunate that several experiments have been successfully made in , the elementary grades. . The following account, taken from an article by Dr.'J. Lynn Bdmafd, a member of this committee, describes the methods wliich he found successful in the elementary grades of his practice school : t In tbe practice school ^th to eighth school inclusive) of the Phila- delphia School of Pedago^, the following tentative coarse In civics is graduaUy ^^Iving, with evident interest to both pupil and teacher : Tn the first half of the fifth year a beginning Is made with the child's com- iao^ experience within ffis home and hie school. Qas Ui the first snbj^ taken InformaUy apd ^ are ^co^ffed to they juiow about it tuicher It naturally to COMMITTEE ON SOCIAL STUDIES. 19 \ house to the meter and then to the street When It is learned that the gas Is manufactured at a central plant the children apff^ncouraged to visit it, with teacher or parent, and the result of the visit Is4 letter or report on what was seen. In llke-umiiner the subjects of electricity*, water, sewage, and the tele phone are considered. After the service of the community to the child has been shown witii each of the above, the reciprocal du^s of the child to the com- munity are brought out by careful questioning, whlift follows' the lines of the pupils’ own (ibservntion «nd experience. In tlie second Half of the fifth year what the child sees by looking out of the window, ;it home or at school, ie drajvn upon for material, tor example, the pollccnmii, the fireman, the ppstraan, the sfreet sweei>er, the garbage collector, tin* Hsh collector are severally^taken up In the manner already described, never omitting a possible trip and rejwrt or forgetting to emphasize the correspond- InK duties of citizenship resting upon the young citizens of the class. During the early part of the sixth year some of the educational Institutions of the city are visited, such as schools, playgrounds, parks, libraries, museums, historical buildings and localities. Later In the year visits are made to the vnrirais public Institutions, such as city hall, bourse, customhouse, mint, armories and arsenals, hospitalfi, and juveulle court. No regular textbooks are used In the fifth and si.xth years, bat much supplementary material is introduced by the teacher to aid in the interpretation ot what has been observed on the various trljis. Ainonj; other suitable reading books, special mention ought to be made of lUchmand and Wallach’s Good Citizenship and Hill’s Lessons for Junior ‘Citizens. By the close of the sixth year the pupils have acquired a fund of flrst-lmud civic information and experience of a concrete and practical nature, no nitCMupt having been made to generalize or to discuss political rights or duties from a legal staudi>olnt. In fact, the word ‘‘government** Is not even usortant truth is Impressed upon the pupils thfit they are now citizens of \*urious communldes, namely, the home, the school, the playground, the church, the city, the State, the Nation. The family and the h^e ns factors Iq this community life are particularly emphasized, that the children may rightly appredate the civic importance of the home. Then fol- lows the story of the making of American citizens out of a constant stream of foreign immigrants, both as to naturalization itself and i s to the educative process that may fit the strangers Into their new dty environment. A series qf studies is next undSrtaken to find out how the community aids t^e normal citizen in ^relation to life, health, property, working and business conditions, transportation and communication, education, recreation, religious worship. This is naturally followed b y ^ a brief study of how the community take& care of Its subnormal clUz^s, ui^ial& referred to an the dependents, the detectives, and the dellnqnents. Emphasis Is placed upon the idea of p^ventlon, or of ^qr^tipn wherever possible. Poverty, vice, and crime are wnilng to be girt i < 20 . BEOBGAKI^TION OF ^^OONDABY EDUGATIOH. made to feel. Aa each fnnctioil is dlscassed, the organization of the.dty gOT- ornment to <}o Uiis community work is outlined, with frequent reference to the Philadelphia charter and to ordinances of councils Careful consideration Is given to the cooperation of private agencies with various municipal bureaus and. departmrats, that the pupils may see. how community and citizen work together. How the city gets its money to do all it does is briefly explained. By the time thg eighth year la reached the pupil has become so thoroughly grounded lb the governmental activities of the city that be is ready to be taken into the larger fleld of State and Nation. During the flrst term the wov#^ shapes itself as follows: First, bow the communi^aids the normal aitizon in his desire for health, security of person and property, business opportunity, education; and second, how the community provides for its unfortunates, by means of charitable and penal instltutlona This includes some consideration of ^e simpler^ forms of business law and practice, and also some of the com- mo^r types of criminal offenses and the method of A^ir repressipn and pun- ishment The governmental organization — legislnt^H^ executive, judicial — back of these activities is sketched in outline, both asVo selection and control of State oflkials, not forgettbig to discover where the "money is found to keen the machinery going, During the second term of the eighth year the pupH« learn, as fplly as the time permits, -how the Federal Government looks after the vari^ needs and Interests of a hundred million citizens and subjects, at home abroad. While the study of municipal government is going on, the class organised on . the plan of the Fhiladelpbl# city government, so far as praciicuble, and .^jHfien. according to the commission plan and by an easy (transition, when State and National Governments are reached the class takes on those organizations, respectively. This will be recognized as different from the well-known “ schdol city " plan In that the class is organized for purposes of instruction and not foir purposes of sdlf-govemment. • For the seventh and eighty years, a helpful' textbook has been found which adhiirably illustrates the newer civics, Dunn's The Community and the Citizen, It will be observed that throughout the last two years, when the more serious study of civics Is being attempted, the order followed is invariably that of the child's own interest and appreciation, namely, from function to structure, from he executive department which doos things to the legislative which plans the ^8 to be d'OQG and^the judicial which Interprets and* helps enforce those pia^;* and then, lf*necei^ry, to the charter or constitution which lays down the^nl powers and duties of each branch of government Moreh^r, the /possibilities for cooperation between the community, acting through gorerAment, and the citizens, young and old, acting singly or^in voluntary ask>q|atloDB, is never lost sight of. How great Is this departure from the solemn fane of practically memorizing the I^eral Odnstltutlon — now in vogus in the dty of Penn and elsewhere — can Rst be appreciated ‘by those teachers who are anxiously awaiting deliverance from bondage through long- overdue revision of their prescribed course of study. ' r ■ , , . While we are waiting for elementary schools to introduce a course such os Dr. Bi imard has outUned, it is reconimended that high schools ^undjsrtake ihis^work in a Vdhpted to their ptipils. It is prob- able, however that^a brief review of conununity civics and further oh to h pt vpc^Uons wiU be a valuable introduction to OOMHITTBE ON SOCIAL BTUDIBS* 21 J9P . The subject matter of com'muq^^Uptivics will vary with the com- munity in which the school is located. Commimities differ almost as much as ir/'ividuals. There are the large cities, the villages, and the open country. They differ also as to the characteristics and occupa- tions of the people. It is the hope of the committee to prepare outlines for each of the main types of communities, certainly for rural and urbane The topics given below arfc merely suggestive. An explanation of the value of “community hefith” as one of the ^^ics for this introductory course will make clear the various ele- ments to be consi^J^^ in selecting topics. The-value of a topic for "^^8 course depends upon its intrinsic importance to the pupil a dkizen or /potential citi5:en; upon the possibility of presenting it to the boy ot girl mind; upon the attitude of the community toward the subjeet^such aS -sensitiveness to the discussion of unfavorable, con- ditions; and upi)p its relation^ to other, studies. There is probably no subject which so well meets all of these requirements as community .healtk^, Cwtainly there is no other topic of more immediate interest to everyone. Health can be made so concrete that even a child can lulderstand much about it. While the community may be s^sjtive about certain conditions, it is possible to present the facts so definliely as not to injure the teacher’s, influence. Community health and civic Wblogy when taught in the same school seem to overlap, and yet with the cooperation of the teachers one course should help the other. Civic biology goes to th^ealth department and observes the microscopic analysis of sputum and the multipli^tion of bacteria in milk. Com- n^unity health considers the econcroic loss caused by deaths from impure milk. Civic biology explains what iff meant by ‘t death from preventable cau^ community health shows the scandalous careless- ness of a social system that permits 650,000 deaths from preventable causes every year in the United l^ates, and. then points'^ut* civic remedies. . ’ Each of tlm following topics has been selected with due reference to .the foregoing requirements. The lo^cal and complete presenta- tion of civics must* wait untiMa later period in the education of the pupil.’ In this earlier period the imme^ate needs of the pupil receive special consideration: L Community health. ^ ' 2. Public tecreatlob. ^ 8. Public utlUtlea, such as roads, street cars, mlfir, gas, and electricity. ' 4. Family Incoma ; J 5. Savings banks flind. life insurance. 6. Poverty, Its prerentlen, and the care of tbe poor. 7. Crime and reform; Juvaille courts. . ^ S8* cnaaslilcaUon of populaticm with reterence to age» Mt, beenpatioai ai^ : v : .v; "'■ ' '' 23 BSOBOAKmTipiir of SBOOm>AfiT education. 10. Rnral life. 11. OoQservation of the soil and of other natural resources. 12. Human rights versus property rights. 13. Impi^lve action of mots and selfish conservatism of tradition. 14. Soci^ phases of education and the larger use of the schoolhouse. 15. Government machinery. SUB VET OF VOCATIONS. The second part of the first '’unit is a survey of vocations. The ■ foUowing statement, prepared by Mr. William A. Wheatley, a mem- ber of this committee, describes his experience with such a course under his supervision : t • •While the English, biology, and possibly physiography can and should con- tribnte to a knowledge of vocations, a survey can be adequately accomplished only by making it a distinct subject In the half-year course in vocations in the Middletown (Conn.) High School there are studied by the boys 50. 6f the common vocations, incluiUnp professhms, trades, and other life occupatlona A similar course, but somewhat briefer, U being organized for the girls. * . ‘ In studying each of the vocations we touch upon its be:ilthfiilnes.s. remunera- tion, value to society, and social standing, ns well as upon natural qiinlificn- tlons, general education, nnd special preparnfion necessary for success. Nat- urally we investigate at first band as many as possible of the vocations found in our city and vicinity. We have each pupil bring from 'home first-hand and. as far as practicahle, “inside” facts concerning his father’s occupation. We also invite local professional men. engineers, business men. manufacturers, mechanics, and agriculturlsU'to present Informally and quite personally The salient features of their vg^ous vocations. However, strange as It has seemed to us, these experts, being teachers, often miss the mark completely, nnd present phases^.of“flBeir work of little Interest or value to the pupils, although each sp^ker has had explained to him carefiUly beforehand the purpose of the course in vocations and specifically just what is desired in his particular address. ' • We have found the following works of most value In oar work : “ What « Shall Onr Boys Do for a Llvlngr by Chas. F. Wingate; Ifodbleday. Pago & Co.; “Careers for thh Coming Men,” a collection of articles, the SaHsfield Publishing Co.; “What Shall;! Do?” by J. S. Stoddard; Hinds, Noble & yj[drldge; and general catalogue of the International Correspondence Schools, of Hcranton, Pa. ^ are confident that thla coote, beatfies being Intrinsically Interesting to the puptl^ hctnally^ gives them greater respect for all kinds of honorable work, helps them later to choose more wisely .thdr life work, convinces them of the absohite necessity for a thorough preparation * before entering any vocatioh^ and holds to die end of the high school many Who otherwise would have - dropped out early In the race. These results have actually been realized ik onr practice Should we then apologise when we ask .that this branch be ^ given u miidtk time as coa^ercial arithmetic or oommecplal geography, 6r "oiifrhalf the time given lo alSiebta, or eneatxth.the ttipe given to German or igx; jrtsapi^ iEV. dually} ^ to a. in Latin? A place for u^^bslfcH^ in sfihPQls; w^ch ^ the pppple’i^elemimtf^ OOltlfltTEE OK SOCIAL* STtrUlM. * HISTOBY. The committee ’is now prepared to submit only two proviiiional suggestions on history, namely, first, the conception of history ac- cording to which pupils should be instructed; and second, the di- vision of the field of history into three unit courses. This concepLon of history is so well stated by Prof. James Harvey Robinson, a mem- ber of this committee, that we quote from his article in the Proceed- ings of the American Philosophical Society, May-June, 1911 . The older trsdltionnl type of historical writing web narrative In .character. Its chief aim was to tell a talfe or story by setting forth a succession of events^ and introducing the prominent actors who participated In them. It was a -^^riinch of polite literature, competing with the drama and ficriou, from which, Indeed, It differed often only in the limitations which the writer was sup- posed to place upon his fancy. In order to appreciate the arbitrary nature of the selection of historic facts offered in these standard textbooks and treatises, let us suppose that a half dozMi alert and well-trained minds had never happened to be biased by the study of any outline of history and had, by some happy and tnered^le fortune never perused a “standard” historical work. us suppose that they had nevertheless learned a good deal about the past of mankind directly from the i vast range of sources that we now po^ess, both li ternary and nrchneolugical Lastly, let us assume that they were all calledaipon to prepnW Ind^ndently a so-called general history, suitable for usd In the higher schools. TwIkwouM speedily discover that ther< was no single obvious rule for detemiiuin^^hat should l>e included In th^r review of the past. Haring no tradition to guide them, each would select what he deemed most important Tor the youny to know of the past. Writing In th» twentieth century, they would all be deeply influenced by the* Interests and problems of the day. Battles and sieges and the coum of kings would scarcely appeal to them. Probably It would occur ' to none 'of them to mention the battle of Issue, the Samnlte wars, the siege \>f Numantln by the Romans,, the advent of Hadrian, the Italian enterprises of Otto I, the six wim of Henry VIII,. or the Invasion of Holland by.iouls XIV. It is tolerably safe to assume that none of these events, which are recorded in practically all of our manuals to-day, would be considered by any one of onr writers as he th./agbt over all that had done, and thought, and .suf-* fared, and dreamed tlurongh thousands of years. *AJ1 of them would agree that ’ what men had known of the fvorld in which they UV^ or had thought to be thefr duty, or what they made with their hands,* or the nature and style of their buildings, public and private, would any of them be far more valuable to reheariM than the names of their mlors and the conflicts In which they engaged. Each writer would accordingly go his own way. He would look back on the past for explanations of what he found most interesting in preset and would endeavor to placelBls readers In a position to partidpa^ Intelligently in the life of their own diM. The six manuals, when - completed, * would not only differ greatly from one another, but would have little res^- hlance tb the /aMe opnvenua which is currently accepted as embodying * ths elements of btstoiy^ ■ . ' Obvtonsly histo^ must be rewritten, rather, Umnmersble enfmt' isithM mi^ be glm thdr neglechbd historic . Onr present soknlled ^^ t^ieii to S4 BBOBGAKIZATION OF SBOOin>ASY TOUCATTOK* r \ \ / V put ta them. When we contemplate the strong demand that women are making for the right to Tote we aak oursdvea» ** How did the men win the vote? ** The historians we consult have scarcely asked themselves that question, and so, do not answer It We as^ *• How did ouy courts come to control legisIatlott4jflSi€ esceptional and extraordinary manner they do? ” We look in vain in most his- tories for a reply. No one questions the inalienable right of the historian to_ interest himself In any phase of the past that he chooses. It Is only to be wished that a greater number of historians had greater skUl in hitting upon those phases ef the past serve ns best In understanding the most vital problems of the present ^ The three unit courses in history that the committee intends to out- line are as fpllows: (1) European history to 1600 or 1700 (including English history and colonial American history). ' • . (2) European history since 1600. or 1700 (including contemporary civilizations). (3) United States history since 1760 (including current events). The best method of abbreviating the work in history to two units, | Nwhen sfWr abbreviation is necessary, is still^an open question. ^ The plan of the committee is to refer each period to some historian yvho has given evidence of “ skill in hitting upon those phases of the past which serve us best in understanding the most vital problems of the present,” with the request t^t he give us a statement of such phases as are useful to the high-school boy and girl. This matei^ial will then be assembled, reviewed, and /eferred to high-school teachers of history for trial. ’ S00K0MIG8. [Statement prepared by Dr. Henry R. Bnrch, a m^ber of this committee.] The study of that part of economics usugUy referred to as produc- ^tion and consumption should constitjute the major part of the course in econOTiics for high-school students. While the subjects of ex-, change, distribution, and economic programs should each be given proper emphasis, it is dear that, because of its essentially concrete iftd objective character, the study of production and consumption forms the natoraP basis of an introductory couite in economics. It is equally obvious that distiribution, because so theoretical and ab- stract, is the most difficult phase of economics for high-school students grasp.- ■ ; -The c» land, labor, and capital should be vitalized by releitooe to the'p£rt play in- national life. Under :^ Iand^ tinted topics as the agricultural, mineral, ^,^4^ %i^r rmurces of the iSiM 'States, while proper references lie ml^ at ippropria^ ppints to the prcMenu of ccmserva- h redsinitio^ iSiinili^ r OOmOTTBS OK SOCIAL STTTOIBB. 0 S5 industrial risks and accidents should be treated. Under ^ capital ” should be included, in addition to the necessary theoretical discussion on thjj subject, related concrete problems regarding banks, corpora- tions, trusts, and the effects of increased capital on social happiness. This study of land, labor, and capital should be followed by an analysis of the productive system of the United States. Here we may trace the^, development of American civilization along agricultural, industrial, and commercial lines. The present status of American agriculture, with its remarkable possibilities for future development through soil conservation and agricultural science, should be grasped by the pupil. The great industrial structure ^hat has been built up by means of inventions, large-scale production, trust organization, and labor cooperation should be outlined. Finally, the pupil should be led to appreciate the wonderful advance in traiuportation facil- ities and thrattempts t<\ keep the activities of corporations within the control of the Government. Concrete economic problems should be taken up wherever possible in connection with that factor of production to which it is most closely related. A subject like trusts, for example, may be treated under the (iaption of “ business, organization.” The development of the trust from the early forms of business organization through the corporation to the holding company may be d^ribed and followed by a more careful study of the details of trust organization. Its advantages and disadvantages may be pointed out and the efforts of the Government to regulate its activities described. If time, permits (as in a commercial course, where a year instead of a term is often devoted to the study of econplication of science in such practical arts as agriculture and household arts. Possibly this field of science instruction in the high school may be considered by the committees charged with reporting on these two subjects. THE PLAN or WORK. At the meeting of the committee helH in Philadelphia on March 1, 1913, the following plan was adopted: Each committee is, in the first instance, to define the aims of its particular science as a high-school s^udy. These aims are to be stated primarily in terms of what each individual pupil should secure in appreciation and in power, and secondarily in terms of loiowledge and information. It is of the utmost importance that the pupil should gain power to apply the facts and principles of science and* to interpret natural phenomena. For this reason the teacher of science ^ould draw largely from material found in the environment and should by no means confine attention to the statements in the textbook or to the laboratory exerci^. The work in science should be do organized as . to lead the pupil to acquirc^skill in manipulating apparatus and in dealing intelligently with fato and phenomena. ^ one result of the high-school work in any science, the pupil slmuld increase his store of general information and become inter- ested in reading books on science and in studying phenomena and almost instinctively approach the facts of nature and of industry from the scientific standpoint It is obvious that in organizing science oourses careful attention muk be paid, to the maturity of the pup^ Work that appeals 'to the boy or girl of 18 or is nU of 80 BEOBGAKIZATtOK OF aSCOKDABY SDUCAHOK. In addition to the results of science teaching upon the, development of the individual, 'the committee should consider in what ways science instruction may contribute to the well-being and progress of the com- munity. By selecting material for study from the industries of the town or city and by acquainting the pupil vrith local application of physics, chemistry, and biology the science teacher can develop inter- est in and promote intelligence regarding community activities. A pupil thus trained should be a better citizen because his habit of mind will lead him to apply the criteria of- science to community affairs. AVhen each committee has detenni||ed the aims of science teaching in terms of the gain to the individual pupil and of community prog-, ress and welfare, then it should next select the material to be util- = ized. Each conunittee should del|rrnine what facts and general- izations should be memorized by wery pupil. Each committee .should also indicate main lines of gencfal reading and of observa- . tion, so that the pupil shall be informed in a large way on the scope of any- given science and shall show an intelligent interest in current reading relating to scmnce, particularly in its applications to industry and community welfare, including the safeguarding of public health. Inapuich as a most Valuable part of science work consists in ex- periments and ex'ercises conducted by the pupil, each committee should prepare a list of projects and exercises. Such projects and exercises may be classified in two divisions : (1) Those so essential to an understanding and comprehension of the science that they should be performed by every pupil in the class. (2) Those that may properly be performed by individual gupila by reason of personal aptitude and special iiiteiosts. The distinction between project and exercise may be stated as follows: An exercise is a piece of work done in the laboratory, while a project is the study of some phenwnenon or contrivance outside the . classroom and where the pupil, as a rule, in connection with this study constructs some useful device. In addition to projects and exercises set by the teacher, pupils ^ould be asked to bring to das^ problems gathered fronf their own experience. All work in every 'science should be closely related to the experience of the pupil. . Each committee should further keep^in mirt^both the limitations and the special opportunities of the i^all high ^hool. The work in ' the . hig^ school may review, but should uot duplicate, that done in the demehtary khooL Each committ^ should also prepare lists of : i^fer^ce bm lines of reading in high schoob* Bd^ce teeing are to be stated in the of the papU in power and in apv vital" It Is nm«h COMMITTEE ON NATUBAL 8CIBNOB. 81 1 . . easier to assign lessons from text or to follow a prescribed program of laboratory exercises than to constantly and continually adapt and apply both material and methods to the real needs of pupils and to utilize illustrations found in the environment. The methods should be described with sufficient definition and in such detail as to aid a comparatively inexperienced teacher, while at the same time the teacher should be encouraged to think for himself and to initiate inethods of his own. When one breaks away from a textbook or from a definite list of laboratory exercises there is danger that the instruction may fail in thoroughness, with resultant lack of respect and regard by pupils for the 'subject. It is probable that each com- mittee will find it desirable to outline a number of model lessons, -each illustrating some method. These model lessons may well illus- trate how each of the various aims of science instruction may be attained. The consensus of opinion of the committee at the conference in Philadelphia w^as that a survey should be made of existing condi- tions and. practices. Apart from the value of the information thus secured the committee will at the putset come into cooperative rela- - tions with science teachers throughout the country. Continued prog- ress in teaching science in our high schools is to be determined very largely by the extent to which teachers in this subject cooperate, in order that conclusions gained as the result of experience and experi- ment mav become known to all. *■ • The committee can also be*a means of communication between high- school teachers in science and those who are engaged in the practice of training such teachers. Departments of plication in collegea^rfay be informed on the aims and methods of^ience teaching and thus be enabled to adapt their courses to the real needs of the high schools in their field. By this service the committee can indirtt:tly exer- cise a most effective influence in advancing the standards of science instruction., . Tentative conclusions should submitted to the actual test of schoolroom conditions; here, again, an opportunity for cooperation on a large scale will be afforded. As a corollary to this statemejit it may be said that the work of this committee will not be completed for several years; in fa£t, it will probably be desirable that, wheii al given memberehip of tW^ommittee has achieved certain results, the\ personnel should changehi order that those who are qualified to ¥ proceed with other phases of the work may be called i^to service V WiLLUH Obr, Chairman, Fobd Building, The org^ization of the con^tt^ on natural lienees U not yet 82 BEOBOANIZATION OF BEOONDABT EDUCATION. STATEMENT OF CHAIRMAN OF THE COMMITTEE ON ANCIENT LANGUAGES. THE STATUS OF LATIN IN SEOONDABT SCHOOLS — QUESTIONS, CRITICISMS, SUGGESTIONS. ' The committee on ancient languages has proposed for answer, or at least for discussion, such questions as these : What is the present status of Latin in the public high schools? In the private schools? Is Latin losing grqfind, gaining, or merely holding its own? If it is losing ground, what are the principal causes of the decline? If there has been a falling oS in the relative number of pupils studying Latin, are the causes to be found in the intrinsic difficulty of the subject, unwise choice of materials, ill-adapted pupils, faulty methods, - pqorly prepared teachers, crowded curricula, rivalry of modern foreign languages and of the 'so-called practical subjects, changing college-entrance requirements, narrow or mistaken aims of Latin ' teachers, changing estimate*of educational values, social and economic conditions? If these .are the main causes of the decline, are there effective remedie^available? If so, what are the remedies? Shall we encourage the great iriass of those entering high school to begin Latin, or shall we advocate the policy of limiting the numbers to the ablest pupils? If either plan is adopted, are our present courses, subject matter, and methods best adapted to make the subject attrac- tive and useful to the children who take it? Facts, suggestipns, per- sonal experiences, constructive and destructive criticism will be welcomed. We ot the committee believe that Latin is noVonly one of the most * effective educational instruments for general culture, but that it is as well one of the most practical subjects in the curricula of secondary, schools. We believe that this assertion /is capable of convincing proof. Much work has already been done to demonstrate the value of Latin. There is much more yet to be done. For example. We Latin teachers claim, and for good, reasons, that our pupils gain excellent training^ in English from their Latin studies. Why not attenapt to prove Ais by finding out some of. the actual facts? A comparispn of the English re<5orda.‘of a few thousand Latin pupils with similar ^ Records of non-Latin pupils of the same grade for a* period of three or four years would establish, at least in some measure, the truth or jfalfflt^ of our claim, ffnviestigations along similar lines might show \ yhat relation the study of I^atin bears to success in other subjects. ] 1 In various schools throughout the country eaqjeriments are con- ‘ ^Btahtly made, both in subjec{ matter and in method. The comffiittee i^te all ^pyator% exppr^ente]^ and pioneers to make report of 'ihcoesses ah4 of trying tha d^ naethod; aome OOMMITTEB OW AKCIBKT LANQUAQES. 88 are using the spoken^J^nguage, wholly or in part, in recitations; some have discovered various -ingenious devices for arousing and maintaining interest and for securing greater efficiency. Others have experimented with new materials and with new uses of old materials. Closer correlation with £nglish and other subjects is on trial. The so-called practical phases are receiving attention. The committee would like to know what has been done and is at- teippted. Mr. A. I. Dotey, of the De Witt Clinton High School, New York City, recently made a comparative study of the scholarship records of 1,397 pupils for the first six months in high school. Approxi- mately one- third of these pupils began with Latin, one-third with German, and one-third with French. The purpose of, the study was to determine the place in scholarship held by each foreign lan- guage group. A detailed study revealed many important facts, all of which, if gperally known, should encourage teachers of Latin. Only one of the bro^d generalizations need be mentioned : The Latin group holds first place in scholarship in every subject. The writer made a similar study of two groups of pupils, of about 200 in each group. The first group elected Latin on entering high school; the second group, German. A comparison was made of suc- cess in English. The comparison was carried through three years •six terms. The Latin ^oup was slightly m sh successful in English the first term, but the difference was not great enough to excite com- ment. In every succeeding term, however, the Latin group increased ' its lead over the German group, until in the sixth term the results in English averaged 20 pei; cent higher for the Latin group than for the German. Are such results typical? If th^y are, Latin teachers / need have no^esitatiOn in claiming tiiat their subject is inten.sely' practical. I<|0ihe Stuyvesant High School, New York City, until matters of organization made it impracticable, the Latin boys cHB as much work in German, fOf example, in three years as the non-Latin pupils did in four, and often did the work better., ' During the Mven or eight months since its organization, the com- mittee pn ancient langua^s has held one meeting at Philadelphia. The chairman was present also at a preliminary general meeting in . December. With a membership widely scattered,, it has not been ea^ to get the views of the different members on any subject. The Philadelphia meeting helped to a somewhat better, understanding., of the aimis and purposes of the committee. The urgent need of - work aloi^ broad oonstructive lines was generally admitl;ed. The, . / lame spirit of conservatism which for yeafs has characterized, thej teaching of the classics ilill prevails even among monbera. of the BEO&OANIZATIOir OF SEOOKDABT EDTTOimoiT. T 84 mOTe radical menibers may need^soipe check. They should be com- pelled to sustain the burden of proof when vital changes are pro- posed, That the time is ripe for a reformation, if not for a revolu- tion, few deny. The responsibility rests wifh-Ahe Latin teachers, whether it be a reformation or a revolution. Thoughtful teachers of the classics are beginning to suspect that some of the attacks directed against Latin are merited. But many teachers do hot appear to see the threatening signs of the times. l^Bme are indifferent through ignorance of the facts or through overconfi- dence, Perhaps they feel that the place of Latin, in our scheme of education is so secure that there is no real cause for fear. To the committee this laissez faire attitude s?ems indefensible. There are large numbers of teachers, classical and others, who deeply deplore the present-day attitude toward the classics and fear for their future in our educational system. Profound changes are taking place in our civic, social, industrial, and religious life. Our whole scheme of education, from primary school through university, is feeling the effects of these changes. The subjects and methods 'which were regarded most highly yesterday are discredited to-day, and the end is not yet. The hjigh schools have been slow to react to the stimulus of the times. The colleges are responsible in no small measure for this con- dition. The high school is not yet free from traditionalism and from the domination of college and university. The rigid entrance re- quirements still tend to cripple and limit the effectiveness of the high schools. In comparatively recent years colleges have developed the elective systems, so far as their own courses are concerned, but they have on the whole been slow to extend that policy to entrance require- ments. But conditions are rapidly changing. The day is coming, and ii almost here when it will be genejjlly recognized that the chief business of a public high school is to fit for life. The college in turn will recognize that this, preparation for life is also the best prepara- tion for college. The high schools belong to all the people and must serve the children of all the people. Whatever any considerable num- ber of the people wish to have taught must be taught. If there is not ' a QQumderable number of people that wish their children to study a snbjecti very soon that subject will cease to be taugKt in our public high schools democratic institutions every subject must stand or fall on its mefitar^^^^ - ^ The fate of Latin lies in own hands. Do we believe in the iaiabject we teach? Do. we believ8 that it deserves a place, and an im|>ortant place, in our: high ^hools? Latin lacks the novelty t^ offemgs. But time perfects and enriches some }^lt;sho^l4; ^ the etnefy of . I OOMMITTEB OK ANCIENT LAVOCAOBS. 86 school course of the future what place will Latin take! What are the aims of Latin teaching! We Latin teachers must work out the correct answers to these 'questions, or others less qualified to decide ^ will answer them f^ us in a way distasteful to us airtl injurious to the cause of sound education. We have just asked ourselves, What are the aims of Latin torch- ing ? The following are some of the aims which seem worth while: To enrich the English vocabulary, both by the addition of new words \ and particularly by a more perfect mastery and clear understanding of many of the words already in use; tp develop an iippreciation of , ^word, phrase, and clause relations; to teach clearness and accuracy of expression, both oral and written; to develop hidjits of mdustry and application ; to make the pupil an intelligent cfitic, of his own » oral and written speech and that of others; to lay a good foundation T for the study of English and of other modern languages; to read some of the great Latin masterpieces; “ to give a wider view of life through familiarity with a great civilization remote frjjm the' pres- ent, both in place and time,’ ‘ in the cool, calm air of noncontempom- neous events.’ ” ' . ^ Many of the results of the successful teaching of Latin just men- tioned are, so to sj^eak, by-products. It is worthy of remark that these so-called by-products of the study of Latin— the illumination of an English word, of a grammatical principle, or of a fundamental law'of language, the causal remark that throws a sugge-stive side li^t upon some vital fact of history, of law, of religious and social custom, and upon civilization in general— are the things which cling in the memory long after one has lost'the ability to translate a passage from Cicero or correctly to classify a subjunctive or an ablative. Few who are really competent to form intelligent judgments with reference to the matter would attempt to refute the claim so generally put forward by teachers of Latin, viz, that Latin offers the most effective way of teaching the fundamentals of English grampiar or of the grammar of most other modem European languages. Formal grammar is, to the majority of pupils, a distasteful if not a profitless study. The results obtained are by no means commensiirate with- the time and effort spent. Modern educational theory and '[Practice tend more and more to subprdinate this study- in our high schools. Most English teachere whose opinions the writer has asked declare that ’the difficulties o^ English grammar ar|,much lessened, if tiiey do not entirely disappear in the case of pupil^^o study Latin. In these days of eroded cirricula childrelHyho are studying Latah should be excused from formal English grammar aAd from formal study In thdr English classes of formation and derivstioh of En^b Woids, ~ T" er|c 86 BEOBa4J!rt2A3I0H OF srfbOKDABf SDITCAllOV. . It is one of the traditions of classical study that translation from Latin and Greek is a most valuable training in En gHah expression. So far as the earlier years of seoondaiy inching are concerned, it is scarcely more than a tradition. It is not fair, however, to lay all or even a large fraction of the blape at the door 6f the teacher. Under the conditions which ordiimrily prevail there is small opportunity for such trainmg in the first year. Isolated words, pluases, and ^ort, detached sentences which have practically no bearing on the interests of boys and girls or on the interests of anybody else afford \ very narrow scope for training in vigor and dearness of expression, j In the second year the difficulties have been multiplied, for an author ' is read whose works contain all swrts of linguistic snares for the'un- . wary. In order to translate into clear and idiomatic English, one must combine in himself the rare qualities of an accomplished Latin scholar with- the powers of expression of a master of- English. The first, as well as the seoonA&T WUCmOV, ^ • 'Snglislr literature. If properly taught, the interest in the reading matter would be so great and the relation of the granunatical work to that reading matter would be so direct and clear that an adequate motive for mastering the necessary technicalities of grammar would be supplied. ^ . * Now, we |pay give in the first year that training in accuracy and dearness of expression which we credit our subject. The trans- lation of the fables, myths, and the like furnishes unequalled oppor- tunities for such training. The teacher may use all his skill in en- ^ cooraging his pupils to turn the easy, fascinating stories into good English. These same miniature Latin claries may well suggest fruit- ful topics for oral dass discussion. Under wise and enthusiastic directioiji the boys and girls will be encouraged to write paragraphs on themes sugg^ed the reading 'or to read in English additional myths and stories and to talk and write about theirL " Without taking issue for or against the so-called direct method of teaching Latin, the yn*iter does not hesitate to affirm from his own ' experience that a five-minute dass exercise in oral Latin in question and* answe^ between teacher and pupils will put life and interest into the dullest recitation. A few minutes’ conversation in Latin in easy Sjentences about some phase of the ^ory which is being redd will be invigorating to both pupils, and teacher, *and not beyond the abilities of anyone who has any right to .teach the subject. There is no quicker way of impressing words and constructions upon pupils’ minds. Sudb oral work, if done intdligently with a de^ite end in :i-^view, not merely stimulates interest, but gives to the pupils the feel- i Jng that, they are gdihing a real mastery over the language. ^ The* pupil shquld be encouraged to write short original para- graphs in Latin ^>on some topic about which he is reading. From dme td fbe teacher idiould prepare a short anecdote, repeat it ^ Latin to his class, discuss it both in fatin and ih English until the :boatent and tocabulaiy are fandliar, and then request thjs dass to ; -Wi^ out and bring in tHeir Latin versions of it fm^.the next day. :Sbim6^^e^^ or fables should be memoriz^ used as a basis for oral and written exercise, pimdl sketches to illustrate a striking character or in- ^ give variety and interest to the work. should have scree part in every lesson. Coin- The w&s teacher OOlCMITTaB .ON ANdEirr "V Beh lha , Iglish,- grammar, a lesson also in the universal principlee of grammatical relations which underlie most of\he modern Suropean languages. >. The .writer of this paper would be the last person to advocate the policy of attempting to make Latb easy. He is well aware that if, in our desire to popularize the subject, we should devise a course that could be mastered without vigorous effort and continued application, the value of the subject as an effective instrument of education would b^greatly reduced. But, on the other hand, there is also the danger that we shall make the subject so difficult, as compared with other subjects in our secondary schools, that our prospective pupils, when they lesfrn of the great “mortality” among those who take Latin, will hesitate to elect a subject in which the percentage of failure is so high. The writer does not hesitate to affirm his belief, which is based upon long experience, tha^in view ;^f the extended range of secondary-school subjects w* Latinists are demandi ng m ore than our fair share of the pupils’ time and effort The resul^She heavy demands is that fewer pupils are electing I^itin, bec^^^ey feel that such a choice will mean the sacrifice of other subjects of study which appear to them and their parents more essential than a “ dead language.” If Latin is to maintain the high, place which it has occupied in our scheme of education for so many generations, the teaching of it must be more vital. In content, scope, and method our courses must be adapted to the ability and to .the interests of the children. We have been too busy trying to fit tjie childi^ to, the subject, rather than the subject tp the children. ■ Speaking broadly, in shaping our courses in -Latin in secondary schools, we have approached our prob- lems with college-entradce requirements and the interests of T.af;n chiefly in mind> Some of the tenderest-hearted of our guild have padded and smoothed the Procrustean bed a-dittle here and there, but it is the sdme old bed upon which we force pur victims to lie. If the subjects, of 'our. ministrations writhe and groan, we their sufferings as evidence that our methods are effective, fortifying our- eelves with the assurance that Latin is a “ disciplinary ” subject, and that “all chastening seemeth for the present to be nq( joyous but ^pevous, yet afterward it yieldeth peaceabW fruit unto them that have been exercised thereby.” We have set .an arbitral standard of attainment and have selected our subject matter with an '.almost incredible indifference to the psychology of adducent girlhood and boyhoodL'.' . X thg diainhan^ hope that his qommil^ dniring ^ coming ywj;' %hile ' Mnaiderinjg the ■ ^ins, cojutsa ; BiWItOAinZ&IIOK OF 8TOOKDABY EDOOAtipV. V ' vggncly remember, if not entirely forget, that there are colleges and college-entrance requirements All of us f^atin teachers should con- ^ntly remind ourselvte ’that^ like the Sabbath, Latin was made for man, not man for Latin. In closing, the chairman wishes to accept full responsibility for the contents of this paper. While he is confident that a majority of his committee agree with him in generaj and in particular, it is only * fair to state that there are some members who are not in full sym- patjiy with some of the views herein expressed. ' Waltee Eugene Foster, ChmrmaTu Stutvestakt High School,* ^ . New York City, The other members of the committee on ancient languages are as follows: ^ ‘ ■ Ctorles E. Bennett Coraell University, Ithaca, N. T. Mary L. Breeue, Peabody High School, Pittsburgh, Pa. , ^ 'W^alter A. Edwards, Normal School, Loa Angeles, Cal. S ttlvln Hanna, principal 0%k Park High School. Chldgo, IlL Nancy Hewttt principal Albuquerque High School, Albuquerque, N. Mex, John GJEirtland, PlillllparExeter Academy, Exeter, N. H. ■OoMalte Lodge, Teachers* t)ollege, New York, N. Y. Darld B^cKwisle, principal Central High School, Detroit Mich. William B. Owen, principal Chicago Teachera’ College, ChlL-ago, HL H«iry Carr Pearson, Horace Maqn School, New York N. Y. J. F. Smith, anperinteodent of schools, Findlay, Ohio. F. W. Thomas, principal high school, SanU Monica, OaL Httiry Danfel Wild, Wllllama College, Wllhamstown, Mass, ^ : . Sta of chairman of THR' committee on “ ' MODERN LANGUAGES. A preliminary draft ^aa been submitted to the members of the coeP- “ graeral it has met with their approval. This ^te- iji;;?|l^t'has been made by the chairman with the help of suggestions by by various members of , the committee. There, an - At^buM^y many details in .whidi’ differmit members of the com- wb^d niggest changed ABsmaoT. . f •' ■■■ to .the pupS determinea the aiina of instimetitfo,- ;!^oA at'^'t^ea Ito of value both to thow who are to Itove toe cbus .^ill xxmtihue in it. , l^e.aimabf Mtibn » Btndjedv ! . . , ; ■ OOltiaTTBB OH MODBRH. LAKaUAOIBa, 41 \ ' ■ . should from the beginning receive the meat careful attention. The method used depends somewhat on the equipnjent of the teacher, but it should train ear, -eye, tongue, and hand. texts should be of the simplest kind and should arouse an interest in the life of the foreign people. The work may include : copying text, with minor variations of person, number, tense, at*’ ; writing from dictation ; reading aloud ; translation, oral and writtM, both from and into the foreign language; reproduction; paraphras- ing; imitative and free composition. Texts should be modem in style, not tod long, distinctively national in character, adapted to the ' age, sex, and thouglit of the pupil, and they should give something worth remembering. Grammar should be the handmaid of the text, which should be the center of all uistruction. In translation, thought should intervene between the two languages, being derived fnan the first and expressed by the second. In proportion to the time allowed, modem-language instraction in our best schools is as good as that abroad, but we need more good teachew and an opportimity for sdected pupils to begin the study of - a foreign language under competent instruction in the grades. The colleges should give especial attention to preparing teachers of modem 'langugges, and the cities should grant Sabbatical years with half .pay to teachers who will go to the expense of study abroad. I. AIMS. the pupil is the great object of the work of this commit- >- tee. In accordance therewith, valid aims are defined as those 'Which seek to meet the needs of teal pupils aS'we-actually find them, and a a satisfactory method must give such pupils, in proper saqS^"'^ ; and quantity, what they need to receive. We must so arrange the worir tiiat at eye^ point it may be profitable for those tAking it, giying to all a gwiersl appreciation of the subject, attaining for all who Continue the language beyond the introductoiy stage satisfactory powenvin cer^in particulars, and securing a usefiU degree of dtlU, v for tlioee-hy, ^hom such skill may be needed. The first work should 1 be so chosei^iat thoen who drop^the subjed early s^ll retain, some-. tiiing.df themselves while impeding as little as possible % . * J progress of otbm who are layi^ the foundation, for futiiw atiidy^^^^^^ ' and ]a detmxuning.lactpr in dedd^ of pmcedgrA •her t^ pdne^ tIMt ^ work that makes for skiU not«gta^Uy‘*^ t1 be' reserved, te later rtud^" ’0 ■■ ^ .■ r^' la^a:^Jwqrk-,m^^ m BBOBOANIZATIOK 07 8BC0NBABT SDUOATXOK. or becaoBB his individual powers or lack of power make it advan* ta geo^ for him to use his time in other ways. Such a pupil can ^.--eKpStneither iQ read nor to speak the language; a mere parrot-like knowledge that a German calls “ die Tiir,” and a Frenchman “ la porte,” a thing known to ^he pupil as “ the door,” is likely to he soon forgotten and to have no value either “-practical ” or educational, * He can not hope to gain either skill o? power in most phases of the subject, and for him we must choose work in which the field is so restricted that diligent study for even a short time may secure some satisfactory achievement and in which the training reived will extend to other interests and develop the child along lines not directly connected with the language itself. Yet this work must also be profitable for those who «pect to go further, and must therefore be a good foundation for future advanced work. Three aims of modem language instruction seem to meet perfectly thesis requirements, which at first appear so hard to reconcile^ They are: ^ S^ftcure a reasonable degree of phonetic accuracy and lead tb^upuW) feel iis importance. ^ For the child, speech has been a more or less unconscious process. With the study of a foreign language he should discover the necessity . of making sounds and their formation the object of careful attention. He should gain thereby a conscious control of his speech or^ns; ; should develop his power to use them as he wills; should l^rn to feel the significance of sound distinctions, and to enunciate clearly whenever be speaks. The slovenly mumbling that so often passes for iSnglish Speech sufficiently emphasizes the need of this. (2) To teach precision in the use of words and to give a clear un- derstanding of grammatical relations and of the common terms which state them, showing, why such terms are necessary. The child’s own langua^ has been so much a part of his very 'being that it is extremely difficult for hhn to look upon it as h proper object of study. The normal diild feels competent, without any rales, to speak in a perfectly satisfactory way. And if well born reared 1^ ought to be. To learn to employ Ae terns of grammar ja^ems to hitM a most unnecessary and foolish thing. After reading that Jfolm stepudk James, he Uo infohnation Md that John is the subject of the eexrtouoe; and he can cqni^ve of any being so stupid tihiat he Uu^ belkild that befito Whicb^ kg» strubk the other. ^ r ho Mo^a.offfiand wor&go why* should ike terma tot oxjdairr mystery wh^ ^^ - 4 . • OOHIOTTES OH HODBEK I^AKGTTAQBa. 48 seenis perfectly clear without any explanation. In the caae of a foreign language the child comes easily to see the need and the use i of grammar, if from the beginning it is made what it should be, the J handmaid of the text. . Vaguene^ of the thought associated with a word is even more common than faulty enunciation. The study of the foreign language ^hovrs the importance of knowing the exact meaning of words 'and oi using them with care. - ^ (3) To stimulate the pupil’s interest in the foreign nation, leading him to perceive that the strange sounds are but new ways of commu" nicating thoughts quite like his own; showing him by the close resemblances in words and viewpoints that the German and the Frenchman are his kiitemen, with interests, ambitions, and hopes like his own ; revealing to him that their tales can give him pleasure, their wisdom can enlighten him. For^every sort of pupil this work can be made profiUble, and in most cases entertaining. Affording an excellent foundation for future study, it is. valuable alike for the pupil who drops out early in the course and for him who is to make a specialty of language work. These aims, moreover, do not . imply the completion ^of any definite amount of work before the child can profit by what he learns, nor do they require the applicaUon of any particular method. AVhile keeping Jhem constantly in Qiind, we may stress the substantive with the “natural” and the “picture and object” schools, or we may aittack the verb first with the followers of Gouin and the “psycho- logical ” method. The same ends may be sought with a class that can rapi dly_ac quire a large vocabulary and attain a consid^ble command ^l^^^fiectional forms and'with a class of. immature begin- ners whose progress must slow. The closest application to these aims- is compatible with a* very great variety in details of method. The end of the first year should be marked by- the elimination of thoTO who are unprepared to continue*modern language study in a somewhat serious and determined way. The most moderate achieve- ment in leaining a fol*eign language implies persistent application to tasks not wholly pleasant, alertness of mind and retentiveness of m^piy, the building ora unified ^cture, each part of which must rest on previpus work well done. In a modem language such achieve- ment must include at least the power to read an ordinary book rapidly, ihMligently, and without too frequent recoqrse to the cKe- tiona^» A^inment short of this is practically useless, and Uie pupil . who is n<^ to.mdi Ihis^stage l^d better drop his French dr Gkrinah ^ imd use hiadme for p^ things Ib^ k - " achievement ahotild BmmjLmzkTiois^^^^ sduoahoh . general, after the preliminary year, two years of further study will be needed for acceptable result^. In his fourth year of study the high-school pupil is mature enough and should have had experience enoughs in dealing with abstract notions to profit by a somewhat careful consideration of the funda- mental principles of granunar and composiHon, as illustrated in both the foreign language and his own. Attention may be called to the literary quality of the texts read, and the development' of an appre- ciation of good literature and of a taste therefor is a proper aim of general value. The texts of the fourth year may be chosen to give particular power in the rapid reading of special material : Commercia,! texts and busi- ness correspondence for the pupil who expects to enter commercial * life ; scientific French or German for him who expects to go to a tech- nical’ iphool. In general, however, the work will be merely a contin- * nation and extension of that of the preceding two years, introducing more difficult texts and more rapid reading; adopting a more schol- arly and critical attitude toward questions of grammar and style; miJking the foreign language' largely, perhaps almost ent^ely, the language of the class; demanding more initiative and a larger inde- pendence on the part of the pupil, yet being ever mindful of Goethe’s line, ^ Bedenkt ihr habet weiches fiolz zu spalten.” In seeking to attain the special ends for which any subject is pe- culiarly well adapted, the real teacher will ever bear in mind those general -aims that are indispensable in all teaching that is worthy to be education. Habits of industry, concentration, acourate ob- servation, intelligent discrimination, systematic arrangement and presentation, careful memorizing, independent thinking so far ouW. |. weigh the advantages gained merely by knowing something about a ^ . ^ particular topic that fixey are perhaps too generally assumed to be universal, and, like the air we breathe or the water we drink, are * sometimes forgotten or neglecte;o9t OOUUtTTBB’Oir ICODBBH’ LAKGUAOSS. 68 to be a mechanical sabstitntion of the words of one language tar tiie words of another, with little or no thought in the' process, while trane* lation ought to mean the study of a passage until its thought is clearly apprehended, and thernR effort to put that exact thouj^t intn the other language with all the force and beauty that our command of the ^nd language makes possible. This, of coijrse, is translation of the ideal'Sort, but it is the kind of translation at which all tranda- tion should aim, and the only kind which will cmitribute effectively to.a Mmmand of the 6>reign language and an appreciation of its qualitiea With tha other more common kind of translaticm the pupil never reads French and German, but only the shabby F-ngHch into which he has more or less corr^ly paraphrased the original; he never writes real French or German, but only English with a foreign vocabdary. Such ^nslaticm is rightly condenmed as vicious and de- moralizing, a veritable hindrance to the learner ; but only the most vigorous and persistent efforts will keep the beginner frmn trans- lating in just that way. Among helpful devices for preventing it- we suggest oral tran^ation of sentences heard but not, aeon, A a transla- tion, with book closed, of a sentence-that the pupil hM just read, or other ws 3 ^ for avoiding the mat d mot and securing a grasp of tihe word group ss a whole with a ccanplete meaning. “What do you mean!” “So and so.” “ Then say that 1 ” wiU sometimes get a real^ translation instead of the mcmstrosity tiiat been first offered by the pupil. Underlying all the difecussion for and against translation is the' inevitable fact that not one student in a thousand can expect to gain OTch control of a second language that he can frame his thou^t in - it as qmckly and effectively as in his own; hence, whenever a thing is to him real and important, he will think it through first in the vernacular, after wUch any expression of the thought in a second language can not fail to be more or less consciously and directly a translation. The foreign correspondent must transliCte when ho communicates Conformation received from abroad; he must tranfr late whm he wri^ in a foreign language the instructions received in EngliA from his employer; the engineer, the lawyer, Ae physi- cieti) tto scientist) Ae philosopher, the autbm* must all translate when they proceed to use in their businera the information gleaned fn»n forei^ eonroM Even the teacher mutt translate tehen he tells 1^ ®to®ciates 'What our collea^es in France or Uennany say of the d^t methods. The practical- thjng, then, is to tiain Ae pnpU to ’ nanslate u ho ought, and to depend for his expression In -the; new \ lahgui^ hot. On dictionaiy stibstitutfes, but. on the towMiaw of words and oppressions whlA he has a^iured iind lear^ tdiiiiihoiatB toaeh hhn thik ’ ‘ ^ u EBOBOANIZIXIOH OW KDtrOAHON. 13 no eagy thing to learn, is while he is learning the language, for praGiice in doing it must be long and careful if it is to be successful. In the give and take of conversation the rapidity of the process often excludes translation, but there are comparativdy few who will ever^oonverse enjoyably in a foreign tongue, and the long practice which is an essential condition will usually bring with it the power. To read and nnderstuid a foreign language without translation is much easier than to speak or write in it Until, however, one can give in his own language a swift and accurate rendering of what he has read diere is good reason to doubt whether he has understood clearly and completely or whether he has been satisfied with the vague sort of semicomprehension which, if \inchallenged, sometimes passee for understanding when our pupils read the mother tongue, lability to translate rapidly and well must imply either failure to understand clearly what has been read or else a poor command of English. If the latter, the American boy or girl needs nothing so much as just the kind of training in English which this translation affords; if the former, we need to try the pupil by the test which most swiftly and certainly reveals the weakness. Hence translation of the right sort, both from and into the foreign language,' must not be omitted from high^school courses. On the other hand the student must be trained to get thought directly from the ori^nal, and instruction in the foreign language is not intended primarily as instruction in English. So the wise teacher will give but a portion of his time to translation, and he will avoid too great use of sppken English by having a considerable part of the translation which He deems. necessary written rather than oral. The only safe use of a foreign language is that which imitates the expressions of scholarly nativelt Hence ail work of the learner must be based cm good models and thi stages of imitation seem to be : Ex- act reproduction; paraphrasing, with variations of personh, number, tense, etc., and substitution of other suitable words for those of the text; free reproduction or composition, based on the text .and closely fc^lowing it; and free composition. The last is the highest and most difficult achievement, and it can not wisdy be attempted until the learnei^ had ample experience mth the forma expression which %r^ative uses ^ similar composition* Soioao excellent teachers refuses Hjktiem|Kt it before the fourth year of the course. 3Ehrematttre at^ tempo at fr^^mposition araas bad for style as premature chatter- bg pronunciation. Bo^ in fci ng wrong habits which are hard to overcome, ji^s better haste, an^be. 8ure>that tt^^per^low^ ~ if Jpr ill and: third ooiacrcTBK oist Kontur UKauAfiOS. 6Si 1 coming the aversicm of parents and school boards to the eUminatton of the incompetent ^ the end of the first year, and this must be ^oxks on the ground that fcur those whom we seek to eliminate farther * study of the foreign language is dess profitable than the sanie time spent studying ^mething in which they can get better results. If modern-language classes can thus be restricted to those who show a reasonable fondn^ and aptitude for the study, by the end of the third year the work accomplished should be about as S€% forth tag the intermediate course in the Report of the Committee of Twelve It is probable that most teachers will prefer to read in class a some- what smaller number of pages than is there suggested. There is a . strong belief that a small amount thoroughly prepared and carefully studied leaves a larger permanent possession than is retained frma reading hastily several pages, and some would reduce the amount required to one-half that specified by the committee of twelve. Others fear that asking a smaller amount will mean more dawdling, less’- .work; and the same poor quality with only half the quantitj^ The solution se^ms to be a reasonable amount of honest work, at times so ‘ concentrated as to permanently impress essentials and at other times, so distributed as to stimulate alertness, develop the power of swift vision and rapid judgment, an^ give opportunity for a fairly wide ran^ of style and vocabulary.^ In either type o^ lesson the teacher must have a clear notion of just what he is working for and he must devbte4iijnself to getting it The Repoft of the Committee of Twelve appear^ al)Out 15 years ago, and the improvement in the ' equipment of teachers apd in the methods commonly employe^ at present should . make it possible to insist more strongly upon the * ^ oral side of the instructibn. If this is e^eotively done, the greater thoroughness of the treatment in cla^ should more than coinpen^te for a reduced number of pages read. For the fourth year we may add to our geheral aims siich sp^ial work in sciratific or commercial subjects as may be required by par- ticular scboola As to the amount of work, it is prb^ble that the advanced coimses outlined in the Report of the^ Committee of Twelve are rather mor$ than can be expected of even the bes^bigh schools in a four years’ course. ' * " ‘ In the fourth year the foreign language will be generally used in das% and good pupils should develop considerable facility of corr^ expression. Nevertheless, in French, for instance, we, with our maid- meun of fo^ years’ houre’) study, can not ho[M for' results equad to a (^iman oberi^schule with nine years' (4T hojai^) or of a realgymnasiuin with TOven years (29 ho^) b^^ Byj^e . yesM . To^^^ pur b^/sdioois ^ ^MAimmoy oi BSdoKDAn xDtrcuziQir. to the average American boy with its usefulness to his French or German cousin, his ratio of efficiency woul^ doubtless be greater than his ratio of need. That, however, is no answer to the demand that an American pupil who wishes good instruction in a foreign language • should be able to have as complete a course and do as good work as the French or Germah pupiL The committee believes, however, that this increased efficiency can not come through an increased time al- lowance in the present hi^-school years; nor can more be expected than oiir best teachers are now doing with the time and material at their disposal. Improvement must be sought first, from an increase in the number of welhequipped and efficient teachers, and, second, from an extension of the years of modem language ?tudy downward to the age of IQ, at which time the boy abroad has begun it V, tkachebs and texts. If the American public is about to insist on better work in the field of modem languages, it must recognize that the first essential is a body of well-prepared teachers and that the training of such teach- ers is long ahd expensive, including foreign residence of at least a year in addition to the usual equipment of an"" American teacher. Unless the schools will pay a teacher of French or German enough more than they pay a teacher of English or science or history mathematics (o cover this initial expense, the colleges must so plan the modem-language work for those who intend to teach that the youth on graduating may be as competent to teach French or G^man 08 he is to teach the other subjects. Perhaps he is so already; but while neither he nor his pupils are likely to be tested by the man in the stiwt as to his knowledge of Latin or physics or algebra, in this cosmopolitan age he can not turn a comer, enter a hotel or a street car without faring some well-informed and pitiless critic“who knows at once that his speech is not that of Paris or Berlin. The critic ^ r^ ihdeed, be a cook or a fiddler, but he hears with scorn our poor instructor’s attempts to speak French or German and is not reluctant to axptess his deriaion. Nor will it do to hire the cook or the fiddler tb teach for us^ for they have already shown too often that they cap not meet the other requirements of our high schools. We must have! a large, number of American-born te^ers w^ know the foreign | tanj^age too well to be ridicpious when they attempt to speak it. As ^qol boards are likely to insist that a teacher is merely a teacher^ 80 ma^ dollars a year, without reference to what he teaches/ ' ^ what it posi to leam it, tha colleges seem bound to face the probl^ bimM^g people better fitted to teaph. Fren^ w But jnst ^pw they at^ to do this is a problem OOMHrrTEH on K(A>E&K LiKOUAGBS. 6T Section V of the Report of the Committee of Twelve deals with the study of modern languages in the grades below the high school. We are in complete accord with the conclusions of that report that the study of a foreign language in the grades should be optional, restricted to those who will probably continue it, and allowed only in small classes, with a (iaily lesson, and with a qompetent teacher. But here we meet the obstacles of precedent, which says that it has not been done that way hitherto; of routine, which pleads that ^ch special arrangements would involve great trouble and incon- venience to the schools; and of expense, which asserts that such teachers are hard to find, prefer high-school service, and could not be kept without a salary larger than that paid to most other teachers in the same school. Possibly we might add to these, administrative inability to understand the situation and grapple wth it success- fully ; for it is the task of an expert, and few school boards or school superintendents are modem language experts. Here, too, we find ourselves in the vicious circle of insufficient teachers, due to insufficient college training, due to insufficient ma- , terial, due to insufficient teachers, and 'so on round again. The only way to break into such a circle is to break into it wherever we strikq it ; to demajid that the cities at once get some good modem language work done in the grades, and pay & reasonable price for it; that the colleges at once give especial attention to training more competqpt teachers of modem language; and that ill-equipped teachers get to work in summer schools or take a Sabbatical Wr abroad, the cities sharing this burden by . granting them half pAon reascmable conditions. * \ If many important points of modem language worx are not con- sidered in this statement, it is because the Report of the Committee of Twelve, made 15 years ago, was so scholarly and so comprehensive that it would be h work of supererogation to repeat,, and evidence of presumption to attempt to improve most that was said in that report. It is sufficient to call attention to certain lines along which further conslmctive suggestions seemed likely to be useful It has been ^ted that conditions have so changed in the past 16 years that a li^ of jdesirable texts ought to be published now, but tite ' experience of the German teachers some years ago in piibiishing-a “ kanon ” of French and English school texts showed the ufficieQt performance of so great a work to be.fitr beyond the resources of«^^ * rommittee ; knd with the inany kourreg of informaticji now availably it seemed best to mtatiori no spemfic textb. We venture only to sug^ , gest ‘that in choosing"* ^ particular clais, onb jAo'oid; t^’ Fhr' school m B£OBaAiraumov or bbookiubt eduoatiok. Its length. Long texts grow monotonous and give too little variety of style and vocabulary. Its national quality* It should be a distinctive product of the race it. depicts. ' Its adaptation to the* age, sex, and thought of the pupil. Its informational content Witj^out being dull it should give something worth remembering. WiLUAM B. Snow, Chairman* Ekolibh High School, Boston^ Mass. The other members of the committee on modem languages are as follows: J. F. Broussard, University of Lonl^ana, Baton Rouge, La. William H, Clifford, East Side High School, Denver, Colo. . Annie p. Dnxiater, William Penn High School, FbUadelphla, Pa. ^ Charles H; Handschln, professor of German, Miami University, Oxford, Ohio. Joel Hathaway, High School of Commerce, Boston, Muss- Fredei^ck S. Hemry, Tome School, Port Deposit Md. Carl F. Kranse,. Jamaica' High School, Jamaica, N. Y. Alexis F. Lange, dean of the College of Faculties, University of CuUfomia, Berkeley, CaL Bdward Manley, Englewood High School, Chicago, 111. ^ Alfred Nonnez, Walnut Hills High School, Cincinnati, O^o. * William B. Price, State department of education, Albany. N. Y. STATEMENT OF CHAIEMAN OF THE COMMITTEE ON HOUSEHOLD ARTS. ' It is the purpose of the group of courses offered under household / arts to prepare girls not only to become better hompinakers, but to / makelhem more intelligent concerning those occupationl^which were formerly a part of every home but have recently been taken from the home, and to give them an appreciation of the factors that make up the municipal environment, add of the influence of these on the home. Hie immediate aim of such worjc is to give the girl an understand- ^ of the responsibility and function of the homemaker through a ' ^pwledge of the elementary principles of biology, chemistry, physics* . and bactenology^as applied to food preservation and preparation s ’fo the .conseiwatioif of the health *of the family.. Laboratory |^V.^pr^^ be ^ven so that the girls may ac<|uire skill in cooking, _ clothes a^ household equipment, plannu^ houses, and also fo porchasfog hoqsehold supplies and equipment in the. pubhc ^hools in household ^ already offeringrWQrk in OOMMXTTHB ON HOTXaBHOU) ABT8. 69 Under “sewing,’^ girls in the grades learn the technique of the various stitches and of making simple garments, cut either from drafted or commercial patterns. In the high school,, imder*'*^ cloth- ing,” an opportunity should be given to review the work of the grades, but advanced work shoiild be given and a broader aspect of the subject presented; the sociological, economic, and historical phases of the work should be emphasized, more complicated patterns should be made, and the principles of art and design should be con- sidered in relation to dress and household furnishings. The ad- vanced courses may include the history of costume, the care and cleaning" of personal and household linen, and a study of the various adulterants used in fabrics of different kinds. Those girlf Vho enter the high school with the technique of sewing already learned hav^ a distinct advantage over those who must master this during their high-school course. It is obvious, therefore, that either we must plan two courses for high schools or we must offer a preparatory comse in sewing which shall be comparable to that given in the ele- mentary schools. w A similar problem confronts us in food work. Some school systems give one, others two years of cooking in the grades. In these classes the girls learn the processes of food preparation, the composition of the various foods, and in a general way the functions of the food principles in' the body. To ask the girl to repeat this in her high- school course ^ould be futile, and yet the high-school girl must have this elementary course before advanced work can be taken. Ob- viously, both groups of girls, those who enter with no preparation and those who enter with either one or two years of preparation, can not be put into the same classes, nor can they cover the same ground during their high-school course. Therefore, in the food work, as well as in the sewing work, two courses must be planned or else a non- credit course preparatoiy to the high-school vrork must be given. The wor^h the grades in Iwth cooking and sewing is given largely from the standpoint of manual training— that is, the emphasis is bn manipulation; the how, rather than the why, is stressed. In the high school the emphasis should be on the reasons for doing things, and the food work should be given largely from the point of view of ip- plied science; and, in order that the girls may have some science to is desirable that a course in general science should precede the work in foods or be taken parallel with it. I^or this reason it seems better to put thU course (foods) in the second year o^the high school This leaves an opportunity for those girls who hive had^uo work entemg ta tyke a prelimiityty course during th^ first year.. SimUarly^ cpur^ ty sewisg ndght be offered duiii^,thtyyetyr. V \ ' 60 BBOBOAKmTlOV Ot SBCOKDABT BDTTOATIOK. Our suggested course in household arts consists of five units of work; one in cooking and sewing planned for the grades, and the re- maining units for the high school. We believe that the time is not far distant when courses in eooking and sewing will form an integral part of every elementary school system, so that we feel justified in working out the courses on this basis ; but until school systems have introduced this work, the preparatory courses suggested should be offered in the high school. No high-school credit, however, should be allowed for these, for the committee is opposed to giving high- school credit for courses which consist largely of mere manipulation. In the high school one unit of work is planned for each^ year. During the first two years the work should consist of one unit of textiles and clothing and one unit of foods. Each of these courses may be taken for one year or they may be continued throughout the two years. It is often desirable that the work in clothing be taken in two years, whereas the work in foods may very well be given during the second year, thus affording opportunity for science work during the first year. However, those ^hool systems which are un- able to engage a specially trained teacher for this work may find it an Advantage to have both courses continue over the two years, for by this means adjoining towns could employ one teacher to t.ake charge of this work in several schools. Neither of these courses should dependent upon other courses in the high school, although courses in art and science taken previously or parallel should materially en- rich them, and the principles learned there should be applied in the household-arts courses. The following topics Are suggested for the Work of the^ first two years. Ijaboratory Vork should be- given in both cases, but for our present purpose it will suffice to list merely the subjects to be considered. Textiles and clothing: History of clothing; hygiene of clothing; a study of cotton and linen fabrics, including manufacture, weaving, dyeing, bleaching, printing, mercerizing; laboratory wor]^ for iden- tification of fabrics; fundiunehtal principles of garment maWng ap- plied to underwear and waists; drafting- patterns; comparison of homemade ^rments with ffctory made at same cost; comparisoifMdf cost of homeinade article with shop article of same value; sweatshops; dohsum'eis’ l^gue. Foodtft;^jpii^ing and preserving fruit, involving a brief study of bacteriaii^easts, and molds; a comparison of home-canned fruit with ihtii in the as to quality, cost, and labor involved; the ^m^ition of frui^i leading to* a study of feodlpmeiples; separa** the from some odipinqn fbode; ^n^le ehcumcal ^ch!; a study ^ protein, F COMMITTEE OH HOUBEHClD ABT8. 61 a study of meats and vegetables, with ways of preparing and com- ^ming them ; the cost of food in relation to its, composition; different functions of food. in the body; the amount of food required by the body; the comparative nutritive value of some common foods; pure- food laws and their effect upon the adulteration of food ; laboratory work involving all the common processes of cooking, with the prepa-. ration and serving of simple meals. The work of the junior year may consist of a half-unit course in textiles-dressmaking and millinery— and a half-unit in house planning, house decoration and furnishing, and sanitation. The work of the senior year may consist of a half-unit course in textiles and a half-unit course in dietetics. The textile course in the senior year should include a study of the composition of the different fibeia, detection of the usual adulterants used with them, the principles in- volved m the various laundering processes, and costume design, ^igning and making the graduation dress may well be included ^e course m dietetics should conSist of a more extensive study of the nutritive value of foods than that given in the first course- methods of detecting food adulterants; the dietetic nee^ of ^e body at different aps and under different conditions; the preparation of balanced meals for definite costs; consideration of the factors affect- ing ^e cost of living; and the distribution jof different incomes for family budgets. In planning the work of the advanced courses (junior and senior) we are supposing work in art and science which should be taken during the sophomore and junior years, for a knowledge of the funda- . mental pnnciples of proportion, projection, color, physics, chemistry, and biology is nece^ry. We hope that the committees that are out- lining the work in those subjects wiU remember that the larger num- ber of pupils in those courses are girls and that their interests are as worthy of wnsideration as those of the boys. Direct correlations should be made between the household arts and the fins arts on the one hand and betweendhe household arts and science on the other' We do not advise Umf all girls should necessarily take the five units of work outlined, but we do believe that* at, least the first three units should be required; the, last two units n&y be elective. We make this r^ation because the girl whose^nterests lie in other directions— m the classics, in commercial wdi-k, or who must fulfill our present college entrant requirements-^n not take all the work’ outlined and the prerequisite courses in trt and science.- Although our committee is not particularly interested in meting the college en^ce r^uirements, nevertheTess we is^ognize t^e fact diat qiiirei^tB do exist whidi mske it impossihlo for » to ilKfte 'UjiO’OOP^l^!.tlSe:ia^§e^^ w 62 SEOBQAlnZATIOir OF SFCOKOABT WUOATIOK. as a larger and larger proportion of the gu*b who complete the high- school work are going to college. When our committee shall have completed its work and shall have shown that, from the standpoint of thou^t content and disciplinary VAlue, work in household arts is as valuable as Latin, Qreek, or mathematics, then perhaps entrance credit will be granted in eastern women’s colleges (none of which now grant such credit), and the girls will then be able to take a larger proportion of work that shall prepare them for that sphere in life that most of them are destined to ^1. Those who go no fur- ther than the high school, those who wish to specialize in household arts, and those who are planning to take up a quite different subject afterwards are advised to take the five units. Only in a general way have we outlined the courses in household arts. During the next few years it shall be the duty of the committee to^make these more detailed and to indicate how other subjects in the curriculum may be correlated with them. The preparation of a bibliography should also form a part of the wprk of the committee. Amt Louise Daniels, Chairman. - Univebsi^ of Missoukl, Columbia^ Mo. The other members of the committee on household arts^^^ as foUows: Sarah Lonise Arnold, dean of Simmons College, Boston, Masa. Josephine Berry, State Agiicultnral College, Pullman, Wash. Mys. Henrietta Calvin, Oregon State Agricnltural College, CorVallis. Oreg. Nellie Crooks, Mllwankee-Downer College, Milwaukee, Wla. Bdna Day, department of home ecouomioB, University of Kansas, Lawrence, Kana ' v Lilia Frick» superviaor of domestic science, MinneapoUs, Minn. Charlotte Qreer, Technical High School, Cleveland, Ohio. ^ Elizabeth L. Kelly, State supervisor of home economics. Baton Rquge, La. Helen Klnne, Teachers College, Columbia UnlversUy, New York, N. Y. Abby L. Marlatt, home economics department, University of Wisconsin, Mad* !apiointment of the committee on manaal arts, its most wo^ ha$ htep to ireach feneral agreement ae to most . fruitful' subjects imvestigation rq>orh the <^rrespo&- A m feru pce uf »4»mj<»itiy u^^/ipenibers p «8 OOHMITTEB OH MAK TTtT. ABT8. in May, it . has become clear that questions relating to the place of manual arts in secondary education are inextricably interwoven with those concerning the place of thej secondary school in the general plan of public education. That the function of the secondary school is in process of rapid evolution is apparent, and the relation of manual arts instruction toHhis new secondary 'school which is in the making is not altogether easy to determine. This committee finds itself in substantial agreement with the views . expressed at the general conference of memliers of rae various com- mittees held in Philadelphia in 1918. It believes that all high-school subjects should be given with a much clearer conception of. the pro- visional destination of the pupil, or at least with a fuller knowledge of his educational program, with a consequent increase in definiteness of purpose. It is held that the discovery of aptitudes is a legitimate and important aim for a certain grou[) of pupils. Especially does the committee feel that a dearly stated differentiation of purpose is not only the highest expression of democracy in education. But that , ■ •it is essential to the very existence of the public-school system, as- ' ■ soring a$ it- will the constant and ever-increasing interest, of the public in things educational. Instruction in any of the manual arts, therefore, in the opinion of this committee, if given for a purpose which is reak)nable and clearly stated, will be as necessary a part of secondary education and will as fully and'freely recognized as such as any other subject in the cijjriculum, no matter how strongly buttressed by tradition that sub- ject may be. Conversely any course in mantial arts which is offered without a clearly defined and simply stated purpose (s held to be intolerable. * Furthermore, if regard is to be Bad to 'the “ destination ” of the pu])il, numerous questions at once arise as to the possibility of ad- justing school work to what is to be encountered at the end of the course. In the past the chief questions of articulation have been those which concerned jointly the high school and, the college, but to-day direct articulation is made also with vocational life. Thus vocational guidance and training are coming to be of prime impor- tance to the great majority of high-school pupils, and,consequentfy V factore to be taken into accoimt^n any 'sblutioh of the problems be- fore the committee. \ - ^ The committee has bwn practically unanimous in its d«t«Tninatio^ • ^ to u^ge upon the general conference consid^tibn of a revised bams for admitting pupils to the secondary school. ’iTeacherB of manual-rarts were. perhaps among the first to observe that over-age ' ERIC EBOBOAirmnoiF^ or iboohbabt roucuitov. tnnatS fellows. Such teachers have fr^uentlj insisted that it was a mistake not to care for children of this type in the secondary school instead of holding them back among children of less mature interests and ambitions; The committee will, therefore, seek to bring about a different basis of admission to secondary schools. While not sug- gesting that this standard be adopted for all subjects taught in the high school, it insists that courses in manual arts should be open to - certain children on the ground that they have the ability to do the work of these purses acceptably. Following the plan suggested at the conference at Philadelphia^ this committee submits its preliminai^ report under the following heads: (1) Tentadve conclusions. (2) Problems for discussion. (3) Experiments to be made. The committee agrees unanimously to the following: ammpusj ATiyE^; i * TENTAnVE q^NCLU6ION& lv>The major purpose of instruction in manud arts is to contribute directly to the vocational eflScjency of the pupils. 2. There should be Heveloped shorter courses with longer school days and a longer school year and with specific vocational purposes. Short vocational obui^^ should be made available for pupils of secondary-school age who can profit measurably by the instruction given, even when such pupils have not fulfilled all the requirements fop^ graduation from the ele- mentary school. 8. There must be an earli^ opportunity for differ- entiation of pui^^oses, courses, and methods. fbobleks roR discubsiok* 1. Is college preparation 'oue of the legitimi^ aims of manual-arts instruction? 2. To what extent can general^anual-arts courses be txtilh&ed as a ba^ for differentiated vocational courses? 8. Wh^^ are . the more important qualifications for teachers in vocational qmirses? * ' , EZraaiMRIfTS TO BB*.;&IADB. 1. To determine the characteristics of 14 to 16 year old boys and .girls who leave school or soon after the, completion of the pompul- /soty^^s^ool -period. 2. To discover methods of interesting each of the severftl types in self-improvement * . ' • ^ .addition to tiie above^ the oommittee has under cocudderation ^3; diffemimembera su^ questions as the fplldwing: (1) By what tenus can courses of study in man^ial urts ado^ 4|iild^y expresaed^^^^^^ (2) con^tutM a OOHHITTEB OK BC^TUAL 'AKTB. ^ home ^iitduatxial. work t (4) What special problems are there rela- tive to manual^arts courses in the rural high school ? It is ^gnificant tha^ while admitting that college preparation should not greatlj concern the organizer of the secondary scdiool, the majority of the members of the committee felt that it was important to discuss tlie value of manual-arts courses as preparation for college. * ^ It was suggested by Mr. Kingsley, at the conference at Philadelphia* that— The beet way to prepare for college te to forget all about college entrance re- quirements and dev^op motives. Few students fall In coU^ If, after com- pleting a well-planned hlgh-school conrse, they go to^ col lege to secure what the college has to offer. We should ignore ‘‘preparation for pollege” In (ha nai^ rower sense as a legitimate aim in high-school work. While we agree with the spirit of that statement, we arw moved by three major considerations to insist that preparation for college must be taken into consideration Hhoul- discussion of the fundamental ques- tion submitt^ to our subcommittee, nnmely, What is the place of manual arts in secondary education? 'a . lese three considerations are as follows'^ ^ \ First TVmtever we may undertake in reorganizing the s^ndary school, rfe must be careful to avoid anything which will create the impression that some courses are held in less esteem than others or ' that they are not “ open at the top.” ' Second. For years to come there will be in our secondary schools principals and teachers who, no matter how valiantly ouf committee . may assert that “ the best preparation for life is the best preparation for college,” will, nevertheless, regard as inferior any and all courses for wiich college entrance credit is not allowed. It is this attitude ,of the collet-bred secondary-school teacher which constitutes the real domination of the college over the ‘secondary school. Teachers of manual arts have had far too much experience in the past in trying to advance this subject in the face of this kind of opposition to allow them to forget the futility of trying to induce children tp take the work when they understand that no “ credit"” is given for it. It is, • unfortunately, true that the veiy children who have the least need of college credit and the least oppoiWnity of making use of it are fre- , quently deterr^ from Uking those courses Which ore thus ranked as inferior. ' . ' V ‘ Third. We believe tiiat manual arts may ibe so ‘taught aS to con- tribute to the intellectual powtf 'and social outlook to Such an extent • as to ^lly justify its acceptai^ u a part of ^paration for crtlege. •In 8horti,rthe committee, while reaching outu * - ^ ■ is premia^-by fr^$Hn |^m a&mnc • whU‘6 wdconiing eye^^ new^influrtics! whicB inti M '1. A I?*!?.-' J'*’*, • afl the good' thai * > ,to;\e<3ucationail • ’\*’ ^ r ‘ ‘ . ' ■ M BSOBOAHIZAXIOXr 07 SBOOZTDABY HDUOATIOK. eepeciallj to make the secondary ^school more attractive and of greater benefit to that large number of unschooled youths between 14 and 18 years of age, yet believes that this can be accomplished without cur- tailing any opportunities which the schools now afford our million and a tiiird high-school pupils. Diversity of direction, differentiation . ^ pf purpose, attention to individual needs and aptitudes, these must be attained without losing sight of the demonstrated values of all the /' older and more thoroughly organized school subjects which have made • . ^ the American school system the acknowledged success which it is to-day in spite of its critica \ Frank M. Leavitt, *( 7/«zema7i. XJnivebsot or Chicago, Chicago^ lU. r ’ The other members of the committee on manual arts are »e follows : Wilson H. Henderson, secretary of the committee, director vocational* train- ing, Hammond, Ind. L. R. Abbott, director manual training, Grhnd Rapids, Mich. W. J. Bogan, prluclpaf Lane Techinal High School, Ghicngo, IlL G. r. Bnzton, Stout Institute, Menomonie, Wia * P. W. Oovert, Manuel Training High School, IndlaoapoUs, Ind. A. D. De^, chi^ of division of vocaUongl schools, Albany, N. Y. £t H. Howe, Stuyresant pigh School, New York, N. Y Ben Johnson, director manual and industrial education, Seattle,^ Wash. *0. J. Kem, county superintendent of schools, Rockford, IIW C W. Kirschner, principal Boardman Manual Training^Iigh School, New Haven, Conn. O. A. Maupin, principal Industrial High School, Columbus, Qa. BL E. McCready, director manual tratntog, Newark, N. J. R. W. ^^dge, professor manual arts University of Missouri, Colnmbia, Mo. 7. W. Turner, Mechanic Arts High School, Boston, Maaa STATEMENT OF CHAIRMAN" OF THE COMMITTEE ON MUSIC. " . The qualities of thought and feeling out of which good music , springs are highly desirable. They reflect a desire for beautjr; they reveal the spirit of man in its inore profound and universal relations and impuls^ * In common with the other arts and literature, and perhaps in higher degree, music tends to dev^op finer subjective life in the individual. This is trae not onljr while the music'' is sounding^ The quality pf thought and feeling out of which it sp^ge xemains after die music ceases. , « ' / :,1^* ptibU^^ where ii^ruction'in mump is iftot i^imarily dr profesmonal, the aitn, conscious or unconscious,' is hnlijeetiYe influence. A piouree in music thi^ in due &pt prosnise to |^jpst the learner in niArjbfntwtr tnnVW "flhh - ** OOIOCITIEB OK HT7BI0. "m OOIOCITIEB OK Htreio. 67 Music in the grades has probably fulfilled ite part in this 4ovolop* ment somewhat more efficiently th an music in th^ high’ schools. Failure to bring the graduates of the public schools into sympathetic relation with the mature musical intelligeirce and mter^sts of their various comhiunities is not due so much to shortcomings* in die work of the grades (though there are, of course, some such shortcomings in many places) as it is to neglect or sad misdirection of the work m high schools. The late Mr. W. S. B. Mathews distinguished three appeals that music makes : The first to the ear, as “ purified crystallized sound ” — a sensuous beauty which every musician demands always ; the second an appeal. to th§^mind, depending upon memory^ attehtion, percep- tion of the relation of part to part, as balanced and beautifid tonal • discour^; the third the appeal to the soul, as expressing mood, state of fueling, emotion. Children in the grades are taught to value beauty of tone and to^ secure it in their singing, both for the sake of their musical taste and ^ for correct use of their own voices. Their short songs should have grace of melody and simple perfection of form, revealing grace and clarity of musical thinking; but these qualities are desirable as musical experience and are not consciously ^analyzed and consciously valued. The songs used also have mood or at least color, but the moods are, of coursQ, childlike and are not the moods wly.ch the music of the masters expresses. These must remain incomprehen- sible until the individual approaches the larger experiences of life. Technically the pupil leams^v by the end of the eighth year, almost all elementary theory, and to sing at sight fluently apd in parts simple hymn tunes, and to sing with enjoyment, after some practice, a num- ber of the easier choruses from operas and oratorios, as well as some comparatively elaborate part songs. * ' One point should not be overlooked— the pupirs line of approach to music has been, and in public schools must be, up to this time, purely that of Ihe song. Dr. W. G. Chambers, in a most valuable essay entitled “ Modern Psychology and Muac Study,” has pointed ^ out what an unfortunate foundation this is, if not broadened, upon ^ which to base an understanding of the great instnunental works which crown the heights of musical «pression. But in tinith no ^Jbre than we have, outlined can be nomaally accomplished in the eight grades. The musical forms used are, until the end of this periM, too simpje to present any elaborate thematic development, and the amoiiniof technical proficiency to be gained is too grea^to leave time for couscous conaiderafiqn of lai^r art Values, eVen in phaaes ot this invw^gstion yrhi^^ be deemed approprists the bdowthe^l^^ 68- BEOBOANIZATIOK OF SSQONOABY iSduOATIOK. What practical and desirable developments then remain for the • high school? A compete and cwrect answer to this question would mean a fulfillment of the task to which your committee is addressed. Before entering upon sucli answer it is well to note what often ’ does follow. In many high schools this is tithing but a continued exercise, slightly extended, of the degree of power gained by the pupil in the eight grades below the high school, A ^aduation exercise in music might often appropriately mark th^conclusion of the eighth year in school, for here, in many cases, ends the student’s progress in musical knowledge and understanding. If we would have an adult public interested in and appreciative of the great music of the masters, we must have general instruction in advanced phases'of musical study. This instruction is appropriate nnd practicable in high schools, and to them properly belongs the task of articulating the music in the grades with the enlightened musical • understanding and interest of the community. In the several branches of music^al study i^commende'd in the fol- , . lowing paragraphs it is assumed by the committee that this end — namely, bringing the student into knowledge and understanding of the great music of the world — will be kept persistently in view. The classes of material recommended are chosen with relation to their efficiency in attaining this end and .methods of administration that will operate toward securing it are suggested. ENSBMBLK 8INOIKO. in choosing material for .ensemble singing it should not be for- gotten that music, while it may ally itself 'with.sentiments of religion, patriotism, love of home, and so forth, and, while it should never ally itself with less worthy associations, is yet not to be valued upon the nature of such alliance. For music ;s ^essentially tone and tonal discourse and is beautiful as music in proportion to the beauty of tone, the beauty of the tonal procedure, and the beauty and nobility of mood'' out of whicli it sprang. Music$ in short, *n^d express musical.thought only. Until this id admitted, understanding of •mu- sical beauty as a thing.in itself can po^ ber undertaken. Therefore, no coinmonplace tune, badly harmonized, should be admitted because the text associated' with it mwfm well. least must 'this be true for all neyit music. ' Certain 'old-^elodies, quke*untegarded as music mther originally erenow, but sa^ed froin extinction in the first in- pet by .aHiapeq^.witk a text 'of yalue, and at present by tradition fl^dt^ni|ny haUow^ assori i^dnld^be pre^rved so long while th^' use is not whol^ peri^c* “ ^ because" oo: ON unota jBi) sentiments are more numerous than those who respond to these same sentiments plus a ^ponse to purely musical beauties, there has been, and is, danger that the power to awaken such general^ humanistic ^response should be regarded as the one necessary quality in a song, ^nd our chorus activities are therefore vitiated by the -use of a number of songs no one of which would be regarded by musicians as belonging to the realm of music at all, and no one of which is in ‘ the same' idiom as that music which all cdhcede it is the purpose of a musical education to lead the student to love and enjoy. AVhile ensemble singing must in the nature of the case be the most general and basic music activity in a public-school system,- it must be * admitted- that wise, administration in this work is more necessary than in any other branch of musical study recommended if breadth of musical interest and understanding on the part of the students is to be the result. It can not be gainsaid that a pupil may sing during his entire high-school term_ the aprt of Tsongs that are sung in many high schools^ study them in the manner in which they are studied in the^ schools, and come forth at the end of the time as remote from understanding and enjoyment of a Beethoven symphony or sonata as “ he would have been he lacked such practice. This is not to be understood as niean|ng that he does not derive many other sorts of benefit from the practice. It does mean, however, that his participa- tion as an adult in the progressive musical activities of his community is not made certain by the course of instruction which he has under- gdne. Not only does the comparative emphasis usually given the sub- ject aud text divert attention from purely musical values, but the ph^sic^‘ exhilaration of singing may readily be mistaken for general . musical enjoyment. Further, the songs may be selected .lar^ly be- cause of their appropriateness to oertaio occasions, such as class days, field days, arbor day, patriotic festivals, etc., an^in such case musical - merii usually hasd;o be sacrificed or can not oe a prime factor in the choicJ of songs. : Afar material which has specific jnusiqal merit is chosen, its ap- ■proprrateness to voices and capacities of the adolescent ‘singers must be consider^, and a method of presentatio/i must be found that will lead to wide^ tnusical interest and understanding. As any and all of the four years in high school are recommended for chorus tice, and as such principles of selection of music and presentation . vary for the different years, the * remaining recommendations are treated under two heads. CBOfiUS FRAcntns IN i^RST AND SECOND TEAKS. interest and/atiiculatiw with tho earlie^ experience of the-pnpilS) elioyiis^ptic^ ^l^ecially first and s^nd yqar 70 I^OBGAinZATtON Of SBOONDABT iO)T70ATIOir. unfortunate, and a wise selection of musical material withjn a* limited range is therefore necessary, as well as a careful and frequently repeated examination of each individual voice and a judicious assign- ment of each pupil to his appropriate vocal part. Mere efficient con- quering of one song after another, with no thought for comparative ^musical merit, should not constitute the practice. Correct use of the voice and intelligent phrasing and interpretation of music in general should be the rule. Further, if the students- are not yet proficient in sight singing and thoroughly well informed in elementary theory, these should be taught in connection with this chorus work. If, how- * ever, high-school standards which imply such abilities have been reached, the general incidental study should take the line of musical w " Appreciation. Structural features of the songs should be pointed out and some knowledge of musical form should be gained. Motivation, the phrase, sequences should be studied. Some knowledge of the com- poiters should be gained and the use of selections from operas, ora- torios, or cantatas should be made the occasion for some study of these forms. Every efort should be made to broaden the student’s general musical horizon through the medium of his interest and par- ticipatioa in chorus work. ^ / ' CHORUS ^nACnCE IN THIRD AND FOURTH YEARS. ^ The voices being more mature, the collateral lines of study should be 'different Continuation of the incidental musical appreciation . work recommended in connection with first and second year chorus practice js still advised. An invaluable activity further is thei learn- ing and performing of some suitable standard choral* work every semester by the school chorus^assisted by excellent soloists and accom- panied by. a large orchestra. No surer means can be found to place the studfent in sympathetic relation to advancM musical ihterests in^is community. ' MUSICAL APPRECIATION, ' The work recommended along lines of musical appreciation, in con- ‘ nection with chorus practice', was incidental, the intention being to . p^vent an entirely undiscriminatmg and unappreciative attitude toward music in its ‘^absolute” phases. Such study could not be* thorough were it desired to make it so, for the forms presented would be in the main comparatively short, would all be vocal, and would present the easier of a l^ited number of composers only, and these probably in vitally altered transcriptions arid arrangements. A s^ng course of study of great musical literature should iherefqre be/ ‘ This u. 1k»ntinuelIy‘gro^i^ more practicable: becilftase of ^ ; 4iQprp increasing use of thedumic^ instrii^ents OOinOTTBE OK HTJgiO* 11 for reprc^ncinji^ ^ch music, as, for instance, the player piano,' the . talking machine, and the player organ. Witl/ the help of any or all of these and the assistance of local musicians, vocal and instrumental, in addition to what the class and the teacher can provide, working as a chorus and also in solo capacities, a course such as that outlined in ihe following paragraphs can be presented more or less exhaustively and with results in the education of the ^udents that are of inesti- maWe value. Musical apprWiation as a high-school study is particularly appro- priate for third and fourth year students, as the mature quality of thought and feeling with which great music is invested is largely incomprehensible prio/to theSe years to any but the exceptional boy 01 * girl. A musical experience and a technical foundation can be gained only in the first two years are also necessary ; an^ two years of chorus practice, such as was outlined, or two years of hapnony or of orchestra ensemble are therefor^ recommended prior to under- taking this course. , This recommendation is made notwithstanding the fact that classes of first and second year students in this branch - have been known to members of the committee to make excellent progress. The course in musical apprecfttion includes study of musicahhis- tory, form, biography of^musicians and aesthetics of music, but isjiot specifically any one of these. The course is be5t planned, therefore, through the selection of a large number, of compositions which are to constitute the subject matter. These should be chosen on the fol- lowing bases; (1) They ^hbuld represent a large number of master composers, ancient and modern, in so far as the. works of these mas- • ters engage the attention of tlie world to-day; (2) they should rep- resent all important media of expression, *as piano, orchestra, cKorus, . solo vpice, solo instruments, chamber music ensembles, etc.; (3) they should represent all vftrietielfeiof form and all lai^er fonnis, as the song forms, sonata form, rondo, etc., and the opera, oratorio, cahtata, mass, etc.; (4) as representing either a composer or a form or style, they shouId.be diaracteristic of that oomposeris form or style at Ijds , or its best aftd most individual ri^oments. , The compositions chosen are to be heard and studied re^tedly, individually, AS representative,. in the ways specified, d!kd coikpara- tively. They are furthermore to be kudied in relation to musical aesthetics, With regard to the naj;ure .and vaUdity of th^i musical ' ideas upon- which they rest ahdF'^e^Hegree of success attained r6acK^g these ideala The lectu^ method with library referepoe is recommended, as textbooks of live exact' Kind needed ara hardly to be found, if at all. Where possiblei reported conceit at^&dance shoiild be a f eivture of the wbrk»., \ \ ; i BKOBQyUmAXZOH or BBOOmDAST BDUOATION. ’ . f 'V* * HARMONT, i-":- Inasmuch as this subject demands primarily quick and sensitive perception and retentive memory, it is especially appropriate to the first two yeaxs in high school, though it could well be sufetituted for musical appreciation in the last two years. The requisite talent for its study is not so great or so rare as is commonly supposed, but as musical interest is necessary it should be made an elective study. An academic presentation qf tlie subject, such as thht found in almost all the older textbooks, is to be heartily condemned. The fol- ^%4owing features shcmld be invariable: (a) Ear training, carried throughout and at appropriate stages in- volving aural recognition of any interval, any triad as major, minor, diminished or augmented, any seventh chord (as to its intervals), , of any ton.e and of any chord as to its scale relations, of any chord progi^sion, of any modulation as to its harmonic procedure and the keys involved, of organ points, suspensions, anticipations; in short, ' involving aural recognition of all tliq harmonic material learned and used through ihe eye and ^mbols of notation. (J) Instruction in the canons of melody writing; tendencies of melodic tones, melodic contour; motivation, the phrase, the process af cohei^hnt musical thought, the period. (c?) Harmonization of melodies (ori^hal or given) rather than harmonization of figured basses. (Thorough bass should be taught, but should constitute only a small part of the practice.) (d) -Harmonic analy^* ns revealing accepted musical usage by comp^rs of the chigrd-jttiaterial presented. ‘ (tf) Freedom and musical proficiency in the use of. harmonic ma- terial. Every harmonic factor is like a new word in the^'student’s vocabula^, and is to be used by him in constructing numerous musi- * oal sentences until he is familiar with all of its merits, powers, >md special qualities. ' COUNTERPOINT. This branch must he considered as an exceptiond offering, possible Vt.v: A.* I., at^d comparative study of scholarship. 33. Earhart, Will, statement of chairman of committee on music. 66-75 Economics, study, 24-27. ♦ English language. Dims. 12; plan of study, 11; problems, 14-16; statement of 1 ., chairman of cotamlttee. 9-MJ. Foods,, study, 60-61. Foster, W, E_., statement of chairman on study of ancient languagea. 20-3L German, study, 'S3. . . ^Oouln-B4tis system, modem languages, '60-61, . system, modem languages, 45, " ■ . . % Government and public welfares, 27. ‘ *, . * Harmony, study, 72. Health, community, value of study. 21, Heness-Sauveur system, modem languages, 45. Hlrtory, provisloasj sugge^ona, 28-24/ History, thf^ ni^T' courses, 24. . . ^ - O. Hoslc, J. F., statemmt of chairman of the commlttw on EogU^. i-ie. Household arts, statement of chairman of ^mmlttee, 68-62.' ^^at^^ ^ clylcs, 26-^; statement of ^ ^lalmuui. on so^l >tatauKUt tcfeardlnt cooamliido^ f-®, • h^ sdmo ^ . ; ■M .80 XKDV lAngoagea, modem, cboloe of material for be^limers, 4S-49 ; btatement of chair- man on alDdy, 4(MSS. Latin, Btatns In secondary acbools. 82-40. ..l^vitt, F. M., statement of chairman on manual arts, 62-60L Manual arts, statement of chairman of committee, Mathews, W. S. B., on music instmctldn. 67. Middletown (Conn.) High School, survey of vocations 22. Modem lanji^agaa.^ See Languages, modem. Music, statement of chairman of committee on music, 66-7S, ' Musical appreciation, 70-71. National Council of Teachers of English, anc^tudy of English, la Natural sdence, study, 28-31. ^ ^ Orchestra ensemble, course, 73. Orr, William, statement of chairman on science teaching, 20-31. Philadelphia School of Pedagogy, course in civics, 13-20. Phonetics, See Pronnndation. PronundatloD, Aching, modem languages, 46-47, 48. Pu^ Ai L, statement of chairman on business educatloD, 75-78, Robinson, J. H., on study of history, 23-24. Sdence, teaching, 28-31. Sewini^. See Household arta Singing, ensemble, chooslhg mat^Hel, 68-69. Snow. W. B., statement of chairman on modem language* 40-6SL Sodal studies, statement of chairman,'l6-27. • ' Teachers, modem languages, 56-68. Textbooks, modem languages, 66-57. ^ Textiles and^ dothlng, study, 60-61. Tianslati(m;4i(D0dera languages, 50, 62-53. United StatSs, productive system, study, 25L Vocation^, survey, 22. W. A., survey of vocations, 22, Whatley, I'- 6r.~ • K* ■ . liJv- (