Synopses & Reviews
Purchase of this book includes free trial access to www.million-books.com where you can read more than a million books for free. This is an OCR edition with typos. Excerpt from book: CHAPTER III. RELATIONS OF ELEMENTARY AND SECONDARY EDUCATION. The question then arises on what lines legislation is to proceed. How is order to be evolved from the chaos? How is the present waste of energy and of resources to be checked ? How is the maximum of efficiency to be secured for the Secondary School for that is the main desideratum at the moment. In Education, of all things, it has constantly to be remembered that machinery and apparatus and statistics are not an objective. We may have all these to perfection, and yet the Education may be lacking in the vitality and inspiration which alone render it of value. The means are not to be mistaken for the end. Everything exists for the sake of the school, of the education itself, to wit, the pupils and the teacher. Let it then be understood that our 82 systems of administration have this for their first aim, to give the teacher and his pupils a, better chance. Efficiency comes first, and that by a long way, though economy and simplicity are elements that should not be overlooked. Another remark to be made at the outset is this: Secondary Education does not stand by itself. Experience has shown us more and more clearly that no hard and fast line can be drawn between Secondary and Elementary. Hence the discussion of the reorganisation of Secondary Education involves Elementary at the same time. We cannot agree to rule the Elementary School, and we might add the University, out of our count, and proceed to elaborate a system suitable for Secondary Education alone. In fact, the greatest difficulty of all is to manage the transition from the Primary to the Secondary stage, and to find the most profitable employment for that transitional stage represented by the years twelve to fourteen, which the two stages of ...
Synopsis
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