Tama County Republican. (Toledo, Tama County, Iowa) 1867-1872, 1870-04-28

Even the cnIluren OF tnOSc WHO are
supported by charity are entitled to
share in the great blessing
That these opportunities have not
been improved as they might have
been, and that they are still misused,
is painfully evident in the fact that
not more than three-fourths of the
schoolable children OF the State have
any education at all, and that less
than one half of the three fourths
have anything like fair education.
Parents will send their children to
school con and Off for from four to
twelve years, and, when they leave
school q large majority of them arc
unable to analyze correctly simple
sentence, or to work out an example
in partial payments" unless the ex-
ample be taken from the book they
used willie at school. Many parents
have come to the conclusion that our
common schools are failure; they,
of course, laying all the blame on the
teachers In some respects their con-
illusions are correct, and to certain
extent the deficiency of education
may justly be attributed to the neg
ligence and inability Of teachers. But
the first great cause Of this deficiency,
that which in great measure mega
tives the noblest efforts of our best
teachers, lies where parents least sus-
pect it -mith themselves. There is a
growing disposition on the part OF
parents to let their children do as
they please, and, no matter how it
may work in other matters, when APP
piled to attending school, it detracts
seriously from the efficiency Of our
common schools. If you doabt the
assertion, come with me and let us
spend an hour in your district school.
Tho teacher has just called up class
in Practical Arithmetic. In the class
are ten scholars as nearly equal in
mental capacity as any ten you can
find in this or any other school.
From the manner in which they re-
cite you could scarce detcrmin,
which of the ten is the brightest.
The lesson is Multiplication. The
part that can be learned from the
book is well learned and well recit-
ed; and the teacher kindly, earnestly
and faithfully explains the whole les
son. There is not doubt n your
mind but that each member OF the
class fully understands the whole
matter. The teacher tells the class
that "Short Division will be the
lesson for tomorrow, and the class
is sent to,hcir seats. l perceive that
you are interested in the exercise,
but let us 60, and we will come
again at the same hour tomorrow.
From what we have seen of the
teacher and his manner OF doing
business, l think he will deal as kind
ly and faithful, with each and every
class as with the one we have just
heard recite. Let us suppose the
morrow has come and we are again
in the school room. The same class
is reciting-the lesson Short Divi-
sion-the lesson is as well learned, as
we'll rccited and as fully explained,
as that OF yesterday; but to day there
are but eight members OF the class
present. Where are the other two?
If you had been at Mr.. HIS, the
home of the two absent members Of
that class, you would have heard
conversation like this. Mother, ca,
we go over to aunt Mary's to-mor-
row? Our lesson is only Short Diyl
sion and we can learn that to-mor-
row night" Il do not like to have
you absent from school, my children,
but If You can learn your lesson to-
morrow night you may GO
The children went, and the lesson
was not learned, as the conversation
in the school room next morning will
show.
The same class is again reciting.
The teacher requests one Of the two
who were absent yesterday to recite
a portion OF the lesson which is Long
Division. He recites the lesson poor
~. because he had not the benefit Of
yesterdays lesson and explanation.
The teacher says, "James, go to the
black board and work an example.
You may take the first one in to-day's
lesson" James hesitates. "Jamcs
why do you not go to work? We
have no time to lose. What says the
ruler" The rule says write the num-
bcrs so.and so, and then says proceed
as in short Division. "But l Go not
undcrtand short division, because |
was not here yesterday lam sor-
ry, James, that you and your sister
were absent yesterday, because much
Of the success of to-day's lesson de-
ponds on what we learned yesterday.
It you will stay after school is dis
missed or will come to my boarding
place tonight l will explain both les
sons to you and you will then be up
with your class again. II | stop to
explain 1t now, must waste the time
that belongs to the rest OF the class,
and that would not be right"
The teacher goes on with the les
son and It is as fully explained as be-
fore, and all but the two were absent
yesterday, fully understand it.
The lessons tor the day are done
and school is dismissed. James and
Mary Cannot stay to have the lesson
made plain to them for they wish to
go skating; SO they hasten home to
complain OF the teacher.
"Fa,her, do not want to go to
that school another day" Neither
do l." said Mary. Why not, my chill
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