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Page 8 text:
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THE MODERN TREND IN EDUCATION The trend of modern education is toward usefulness. In all schools today more attention is being given than formerly to those branches of learning that enables the pupils to start immediately to get money reurns for education acquired. In our great universities less attention is given to the ancient languages and more to engineering, less to theory and dogma and more to chemistry and kindred subjects, than in days gone by. A hundred year ago. if a man went to college it was presumed, as a matter of course, that he was going into the ministry: now it is presumed that he is not. Then, all great schools taught theology: now but very few. Even if one goes to a theological seminary now-a-days. it is scarcely presumed that he is preparing for the ministry, because most of the courses are purely educational and the student is permitted to elect, late in his course, whether he will preach or do something else; and in the majority of the cases he does something else. The time was, only a few years ago. when every candidate for an A. B. degree in our great universities had to take Greek and Latin. Now. in almost all such institutions. Greek is entirely optional and much less Latin is required than formerly. This is an age of materialism and we find most of our pleasures closely linked to financial prosperity and the possession of material things, instead of enjoying spiritual things as man did not long ago. Be it good for the world or bad, there is no doubt that the automobile is fast taking the place of the prayer meeting, and our schools are teaching the things that lead by the shortest route to the automobile. A few years ago, our students graduated from our high schools, and then took up shorthand, typewriting. and bookkeeping in some local business college, but now they get all this in our well equipped high schools. Every city of considerable size has its “business high” and “manual training high,” where students are taught that which will bring them employment and money as soon as they have finished their courses. These schools are well patronized in our cities today. Whether this be right or wrong, L am not prepared to say. but there is no doubt that there is a demand from the people f :r this class of instruction. The people have only recently learned that “You cannot make a square peg fit in a round hole.” They have begun to ask themselves what is the use of it when there are plenty of square holes. If a man is ordained by nature to be an engineer, there is no use in trying to make him a poet or a minister; far better to assist him to be a good engineer. The schools should be the helpmate, not the master of the people, and that is the position they are fast assuming. Of course, the rudiments of all education are bound to be the three R’s. and thus far no leeway can be given. They are the tools by which more education is acquired and a fair knowledge of our language is equally important, but nature has done something special for almost every child and if those special traits are developed, it is likely that the individual, as well as society, will be better served than if they are taught something they despise. Of course, many courses must be taken purely for mental culture and there always has been and doubtless will be. many who will take a whole university course purely for that purpose. But where a student aims at a particular object, it is still often best that he be dictated to in some measure by those who have mastered those subjects which he is about to undertake, for it is only in this way that he can be forced to acquire the necessary mental growth to accomplish his principal undertaking. So the curriculum must stand, not with its cast iron rigidity that limits man’s career, but with that flexibility necessary to assist in the career already selected. SUPT. F. J. BURNEY.
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Page 9 text:
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Administration ■ — « — M W—H—■■ »« — H —»«—»«—.M ■ »» II—m »ll II ««||
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