Excerpt from The Subject-Matter and Administration of the Six-Three-Three Plan of Secondary Schools
Many reasons are advanced by the advocates of this change in defense of the propoganda, the most vital and significant of these being the following:
First, the true function of elementary instruction is merely to supply the tools of culture, to lay the foundations of education and training, and lo implant and engraft only those common elements of physical, mental and moral well-being which arc. universally accepted as necessary for the proper adjustment of every individual to his environment. These include (1) a fund of elemental stock information of a common character, (2) elemental and common ideals, drills, and habits that shall determine personal attitudes and responses, and (3) a school regimen that shall furnish a social medium for the development of appropriate social forms and reactions. The opinion here voiced is based upon analyses of the experiences of several European nations, upon experimental pedagogical investigations carried 011 in various cities within our own country, and upon recent psychological and socialogical deductions which have been pretty positively established. The conviction therefore seems final that a shortening of the eight-year undifferentiated common school course is practicable and wise.
On the other hand (secondly) four years are altogether too short a period in which to give the differentiated instruction and training which in this century have become almost necessary for all persons seeking to occupy other than the most menial and subordinate positions in business and society. Economic conditions have become so exacting, social relations have become so complex, and personal wants have so multiplied within the past quarter century that the old common-school education which fitted an individual fairly adequately to take his place in a developing community even a decade ago, now (at least for many persons) no longer suffices. In place of this a much more extended and diversified education is required and to meet this demand newer and newer subjects of study are being introduced into the curriculum. Nor is the limit of this tendency yet in view.
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