Report of the Committee of Ten on Secondary School Studies [appointed at the Meeting of the National Educational Association July 9, 1892: With the Reports of the Conferences Arranged by this Committee and Held December 28-30, 1892

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Page 17 - ... every subject which is taught at all in a secondary school should be taught in the same way and to the same extent to every pupil so long as he pursues it, no matter what the probable destination of the pupil may be, or at what point his education is to cease.
Page 171 - ... 7. Should the subject be treated differently for pupils who are going to college, for those who are going to a scientific school, and for those who, presumably, are going to neither?
Page 51 - States, taken as a whole, \ do not exist for the purpose of preparing boys' and girls for colleges. Only an insignificant percentage of the graduates of ; these schools go to colleges or scientific schools. Their main; function is to prepare for the duties of life...
Page 57 - Every youth who entered college would have spent four years in studying a few subjects thoroughly; and, on the theory that all the subjects are to be considered equivalent in educational rank for the purposes of admission to college, it would make no difference which subjects he had chosen from the programme — he would have had four years of strong and effective mental training.
Page 168 - To sum up, one object of historical study is the acquirement of useful facts ; but the chief object is the training of the judgment, in selecting the grounds of an opinion, in accumulating materials for an opinion, in putting things together, in generalizing upon facts, in estimating character, in applying the lessons of history to current events, and in accustoming children to state their conclusions in their own words.
Page 51 - A secondary school programme intended for national use must therefore be made for those children whose education is not to be pursued beyond the secondary school. The preparation of a few pupils for college or scientific school should in the ordinary secondary school be the incidental, and not the principal object.
Page 6 - ... period? 4. What topics, or parts, of the subject may reasonably be covered during the whole course? 5. What topics, or parts, of the subject may best be reserved for the last four years? 6. In what form and to what extent should the subject enter into college requirements for admission? Such questions as...
Page 26 - ... the sooner this fact is recognized by those who have the management of schools the better for all concerned. The science teacher must regularly spend much time in collecting materials, preparing experiments, and keeping collections in order ; and this indispensable labor should be allowed for in programmes and salaries.
Page 52 - They would all be taught consecutively and thoroughly, and would all be carried on in the same spirit; they would all be used for training the powers of observation, memory, expression, and reasoning; and they would all be good to that end, although differing among themselves in quality and substance.
Page 200 - Such questions as the sufficiency of translation at sight as a test of knowledge of a language, or the superiority of a laboratory examination in a scientific subject to a written examination on a text-book, are intended to be suggested under this head by the phrase "in what form.

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