11. If by a text-book in geography is meant that which is commonly understood by the term, and not simply geographical reading matter, in my judgment, it should not be introduced earlier than the fifth year.
These suggestions and expressions of dissent, if approved by the Committee, would necessitate some change in the programme submitted, the most important of which would be the making room for the production of English in the grades. This could be provided in the first and second grades by taking some of the time devoted to penmanship and doing the work partly in connection with the reading classes. In the third and fourth grades it should take some of the time devoted to penmanship and should be studied also in connection with geography and reading, and in the fifth and sixth grades it should take all of the time given to grammar.
I regret to be compelled to express dissent upon so many points, but as most of them appear to me vital and as the differences appear to be not merely superficial but fundamental, affecting and affected by one’s entire educational creed, I cannot do otherwise. To most of the report I most gladly give my assent and approval.
BY L. H. JONES, OF CLEVELAND.
I agree most heartily with the main features of the foregoing report of the sub-committee on correlation of studies. It is so admirable in its analysis of subjects and in its statement of comparative education values, and so suggestive in its practical applications to teaching, that I regret to find myself appearing in any way to dissent from its conclusions. Indeed, my principal objection is not against anything contained in the report (unless it be against a possible inference which might be drawn at one point), but it refers rather to what seems to me to be an omission.
In addition to all the forms of correlation recommended in the report, it seems to me possible to make a correlation of subjects in a programme in such way that the selection of subject-matter may be to some extent from all fields of knowledge. These selections should be such as are related to one another so as to be mutually helpful in acquisition. They should be the main features of knowledge in the different departments.
These different departments from which the chosen subjects should be taken must be fundamental ones and must be sufficiently numerous to represent universal culture. The report itself indicates conclusively what these are.
Reference is made in the report to various attempts that have been made to correlate subjects of study.
A very just criticism is made upon that attempt at correlation by the use of the story of Robinson Crusoe as a centre of correlation. It is distinctly pointed out in the report that the experiences of Robinson Crusoe are lacking in many of the elements of universal culture, and in many elements of education needed to adjust the individual properly to the civilization of our time and country. It is equally evident that the attempt to make this story the centre of correlation leads directly to trivial exercises in other subjects in order to make them “correlate” with Robinson Crusoe. It is also shown in the report that it naturally leads to fragmentary knowledge of many subjects very much inferior to that clear, logically connected knowledge of a subject which may be had by pursuing it without reference to correlating it with all others.
It is at this point that in my judgment a wrong inference is permitted by the report.