| Popis: |
Any problem connected with the high-school curriculum must necessarily be a complex one, and the complexity increases as one studies the subject. In an address before the National Educational Association two or three years ago Mr. Van Sickle, superintendent of the public schools of Baltimore, said: " There is a striking similarity in published courses of study. In them all we find practically the same subjects. There is no duly constituted authority to regulate this matter as in some other countries; each school district and each city may do as it chooses, yet all choose alike." This statement, I think, is open to question, for in a comparison of twenty catalogues from representative high schools-nine from Michigan and eleven from well-known schools in the country at large-I find that the twenty schools teach a total of forty-five different subjects, while only seven subjects are common to all. These are: Latin, German, English, algebra, geometry, physics, and chemistry. This seems as though the stable subjects, the subjects that make the major part of the course, are, after all, common to most schools, and that therefore Mr. Van Sickle's statement has foundation in fact. But when we |
