Publisher's Synopsis
Excerpt from The Essentials of Geography in the Primary and Grammar Grades
There is a very general movement among educational leaders and thoughtful teachers looking toward the evaluation of the studies usually included in our curricula. We are beginning to realize that under the impulse given teaching by the so-called New Education the course of study is overcrowded. We are dissipating our energies and the energies of our children by virtue of too many subjects. The consequence is that some of those studies, which time and experience have shown to be fundamental and necessary in the training of children, have been neglected to a considerable degree. The inevitable reaction has set in, and as a result, teachers and supervisors are carefully examining the claims of these several studies with a view to an intelligent and conservative pruning of the course.
This tendency toward the elimination of those studies which are not most essential for the sake of more efficient work in the teaching of those which are, has not stopped with the mere consideration of the relative value of the several studies as wholes; but this critical examination has extended to the details usually comprehended in the text-books of those subjects considered most essential. Thus, for example, it is universally agreed that arithmetic deserves aplace in the curriculum. But the notion is also bscom ing quite general that the teaching of exchange, of stocks, of alligation, of cube root, does not belong in the arithmetic of the grammar grades. Further than this, it is pretty generally agreed that the subject of fractions should be taught to children. But it is also becoming a prevalent notion that it is a waste of valuable time to have children change mixed numbers of large dimensions to improper fractions. 80 this process of evaluation has not stopped with the subjects of the school curriculum as wholes, but rightly extends to the most minute details of these subjects.
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