The Ottawa free trader. [volume] (Ottawa, Ill.) 1843-1916, 1872-04-20
More About Our Public Schools

the same time, quietly demurred to the sttsmp
to exclude the classics and modern l.nyuaye
from the schools. Since penning our remark
the proposed course of study has been published
and careful perusal of it satisfies US that tn
point mentioned is not the only orudity it in
wolves. In many respects the course is full o
glaring absurdities.
II !" the Intention, we are told, of the promote
OF this scheme that seven years be occupied il
the requirement of the subjects mapped out
consequently, as Children are admissible to tn,
schools at the age of six years. a pupil viii have
attained thirteen years of age when the courst
Is finished. AT that tender age he viii hive
passed through course OF Mathemstic. 90 con-
plee as only to exclude the calculus his mind
will have been overwhelmed with the infinite
| glories of Astronomy; Natural Philosophy will
have thrown its charms around him he will bs
rs intimate with the enhancing minuti;e OF
Chemistry as Liebis; with John Stuart Mill he
will have clasped hands over Political Economy
Rhetoric will be as familiar to him as household
words; to him the misty mazes of Logic will be-
~ clear az the day at tide, and the theories
| and analyses of Mental Philosophy will be as
thoroughly comprehended by him as by Locke
or Hamilton In short, Dr. Paul attempts to
force into an ordinary school course those
branches of study which are deemed among the
most difficult, even IN our highest universe
ties. Surely the supporters of this measure
would not have us believe that the distractions
OF Rhetoric Logic, or Mental Philosophy can be
somprehended by children, when but few of
mature age and of extended culture can arrive
at thoroughly intelligent appreciation of them.
Or, perhaps, the propounder of this course of
study has, with it, discovered some royal road
to learning hitherto unknown to him or .nv
one else.
In our humble way of thinking, the object of
education is not merely to acquire q smattering
OF the sciences, so'called. Education consists in
laying the foundation upon which NAV subs,.
quently be erected the particular superstructure
which either best suits the bias of each pupils
mind, or may conduce to his advancement in
whatever profession he may choose. This pur.
pose is only to be subserved by thoroughly en-.
grating knowledge of the language spoken
by the scholars and its kindreds. To attempt TO
rear scientific edifce in any other way is pre-.
posterous. and must only end in filling the
memory of the pupil with odds and ends of
knowledge, that are distracting and useless. from
their want of continuity, and burdensome from
their number. This is not education, but will
eimpiy amount to the requirement Of " words of
learned length and thund'ring sound" only fl.
10 amaze the gazing rustics ranged around ~
Such so.called education will only be "as sound.
ing brass" and "as tinking c,mbal"
1t must not be understood, from the foregoing,
that we disparage the requirement Of the sciep.
oes. Or deny their usefulness. But we Go pro.
test against this "cramming' which would be
| the inevitable result of following DR.. Paul's
course. A oild's mind is not like capon's
| stomach. He cannot be made Intellectually viz.
orous by dipping here and there into abstruse
sciences, concerning which he cannot possibly,
at his years. entertain anything approaching an
, adequate conception. In the proposed High
School course while the student is meandering
through all the ologics, he is only required to
devote portion of three terms out of the whole
four years to his own mother.tongue. and, we
waald ask, supposing it were possible for him to
acquire knowledge of tho sciences acittout an
! acquaintance with every day discourse, of what
| earthly benefit will his requirements be to him
| self or any one else, unless he has the language
in which to express the ideas he nag have
attained?
One or two other objections present themselves
to the proposed curriculum, to which we ca n now
only aliude but upon which we shall enlarge
hereafter as occasion may require.
No young man caa hope to enter any Of the
learned professions without some knowledge of
the classic languages. Whether they are taue ht
in the public school. Of Ottawa or not will make
no difference TO tie sons of our wealthy citizens
tor they have the means, and will not fail to use
them TO send their sons to such schools as will
teach them abroad. But with the sons of the
| poor, or even those in moderate circums asian es
it will be different. While the son of the poor.
est man in Jacksonville, Bloomington, Aurora
and many other cities Of this state can pass from
the High School Of his native town into Jaw
yer's Office, or enter u medical school. or cute,
upon theological course, oar young men, fol-
want of means to pursue such studies abroad
must abandon them.
Again, has it occurred to the Indifferent Otta
wa taxpayer. that the.adoption of the proposed
curriculum involves I'm enormous expense
Can Geology and Mineralogy be taught without