New-York tribune., 1873-05-17
PUBLIC SCHOOL REFORMS

PUBLIC SCHOOL REFORMS
The present is a critical time with In
public schools, not only of New-York bVi
Brooklyn and some of the SUBURBAN towns
the Metropolis. Reorganization in both d,
cities named threatens for time at least
detract from the efficiency Of the schools, fot
unfortunately, in such matters new brOOni
do not sweep clean, and the inexpcrience oi
new Trustees and Commissioners affects in.
juriously the management Of the Supenn.
tendent, principals, teachers, and, indeed al
subordnates. 1t is a natural consequence d
change; some time must elapse before the
new Commissioners can become acquainted
with their own duties or those of the subOrdi-
mates and the wants of the schools. When
the organization of the schools is harmonious
and the system of instruction well defined and
perfected, these changes, though dictated BY
political considerations, are not so mlschi3yOu
in effect but it is well known that with u
the public schools are far from being peried
in system or organization and unless the new
Commissioners appointed in New York, and
shortly to be named in Brooklyn, are guided
by unusual wisdom or readily learn OF mon
experienced men the damage to the pubh
schools will be greater than will be readily
apparent. There are some glaring iDeon.
sistencies in our school management, which au
experienced ex-COmmissioner points out
other columns; and there are several othen
which we wish to emphasize here.
1t ought to be understood first Of all that
the public schools of every great city are foi
the children of the poor, not the wealthy
Naturally those who are able will send iher
children to select schools and the higher ect
leges and academies which abound in such
profusion and are generally Of such hlgA
character. In the next place, the vast major
ity of those to be educated are poor children
to all of whom, with rarest exceptions, are
presented prospects of long and hard strug'
giles in life. For these reasons the curriculum
in every public school should be brief in Tie
course and practical in the selection of studies
The hours of study are so long that in thou
sands of instances children, compelled by pow
erty to aid in the maintenance Of the families
to which they belong, are unable to attend the
schools. In this city the studies are too many
and the hours too long for even those Of
ample leisure; but we are considering the
practical objections suggested by the fae'
that the majority of the children are
unable, from their necessities, to pursue long
and complete courses in all the branches. a
good education in a few of the branches Of
most practical value and of most frequent ap-
plication in daily life is better calculated foi
the majority of public school attendants than
a thorough course in the higher branches.
In short. our public schools are designed and
should be conducted Gas they are mott with
view to prepare children for lives Of labor
and business, Lot to fit youths for proies'
si0nal careers.
In almost every case the selection of Trus
tees and the appointment of Commissioners OF
Education in every great city, and certainly
in New-York and Brooklyn, are dictated @
political or personal considerations, ana Id
almost every instance the appOintees are VIII
ont direct interest in the schools and have
no special qualifications for teaching 1a
these are the officials who decide upon 'ne
discipline, the subordinate direction OF H'
schools, and fix the course of study. The S''
is the greatest of absurdties. The Com
missioners select a Committee on Books
Studies calling it by various names
in various cities), whose duty it is to say wna'
the children of each department from Primary
TO High School and Normal College shall STUDY
This duty they never think of delegating,
they should, to teachers OF experience tnen
dignity and vanity forbid them to doubt tne,
entire ability to decide what children OF a"
ages should study ID is in this way thai use
less studies have crept into the curriculum u
the public schools of New-Iork, ana un0
children, or rather infants of Primary depai'
ments are pulling their brains, and pernaie
dwaring their iutellects, over intellectual pfov
lens which would confound children u
larger growth. Here is where one great reform
is needed and if the new Board of Edueauon
will display sense and modesty enough 10 asa
Commission of experienced teachers oil oo'n
sexes TO discuss and decide upon simpler anu
shorter and more practical courses OF STUDY ,Oi
all departments of our schools, they Will dispiv
a wisdom which will justify their appointinen...
sAnd last (for the present., but not leaS', ~
us 90 to the bottom of all reforms IN Scnoo'
matters and begin by teaching the te"cncis'
The scholar passes out of the school a,"i
few years; the tutor is life-hxture Oh % rno
institution (or should De) lev
training of the pupil cannot be correct II 'n's
of the teacher is imperfect. we nave 700 na''ny
schools already, the teachers OF which nave ve.A
picked out of the streets much rs eoin1iVn '"O''