The Kenosha telegraph. [volume] (Kenosha, Wis.) 1860-1888, 1867-10-17
characteristics Of American Schools.

A recent English Report on Education In
America, sums up in the following paragra phi
the general results of our Public School Sys-
tenn. In spite of its ambitious style, the es-
innate is instructive. Could we curb some
what our precipitancy," and allay the ex-
cessiVe and eXhausting strain on the mental
and physical powers justly charged against
us, and especially characteristic of our schoI-
astic habits, the result would be vastly to our
advantage. At present our education par
takes too much of violent accretion, too little
of quiet growth and harmonious deyelope-
ment; we acquire knowledge, rather than
wisdom but let us hope that by and by we
may have time to go slower. We quote:
= In endeavoring to comprehend and ap-
precate the system of common or public
schools-for the two epithets are used indif-
terently-it is absolutely necessary that the
European observer should throw his mind, if
possible, into the conditions of American life,
should take his point of departure from few
leading social principles, and keep constantly
before his eve certain salient social phenome-
ma which have, so to speak, necessitated its
FORM give to it its significance, underlie it's
action, maintain its motive power determine
its motives, aud fix its aims. The principles
have already been referred to--they are the
principles of perfect social equality and abso-
lutte religious freedom. The phenomena are
the restlessness and activity of the American
character, without, perhaps, the culture and
refinement OF the old Athenian, but with all
y
icai life, the constantly rising aims of each
individual, the ebb and flow of commercial
enterprise, and the immense development Of
the spirit of speculation the intense energy
Of the national temperament, its rapidity Of
movement, its preciptancy, It's impotence of
standing still. Many an American in the
course of active life viii have turned his life
TO half dozen different professions or ways
of getting livelihood. The one lesson W q
are taught all through life, person one day
humorously said TO me, lis to be disconnected
with our station And it IS this temper more
than any other, intensified by the opportuni-
tics that the country affords and the prizes
that it holds out to enterprise and ability,
which is the motive power that sustains the
schools. Corresponding, therefore, with
these ideas, and rejecting these phenomena,
must be the popular system of education.
And the correspondence is marvellously eX-
act, the reflection wonderfully true. The
american school is q microcoSm of American
me. There reigns in it the same spirit of
freedom and equality, the same rapidity of
movement, scarce leaving time for work to be
thoroughly well done; the same desire OF
progress, eagerly catching at every new idea
ever on the look out for improvements the
same appeals 70 ambition, the same sensitive
ness TO praise and blame, the subordinationI
OF tne individual to the nation the SAM,
PtculiheAce given to pursuits of a refining.
am, ehe same excessive and eXhausting strain
on the mental and physical powers the san,n
feyerishness and absence of Tepose eIerne,ltS
OF strength and weakness. of suecess and
failure, mingled together in proportions xvl1icG
made il almost impossible 10 find aDv ona
discriminating cpl. ct by which to cbaraeter-
ize the resultant whole. "-Americqa ECi,,co.
tioR0l Aoathly.