The Cairo bulletin. [volume] (Cairo, Ill.) 1872-1878, 1874-06-26
THE SCHOOL QUESTION.


schools. Without making a single
specific charge, Penns remarks would
lead one unacquainted with the condi.
ton Of our public schools to believe
that they are worthless, and the teach
-. ..-.Ss roa5ou tnan 10
prey upon the school fund for all they
can get in the way Of salary and give
little or nothing in return in the way
of instruction to our children.
We do not take up the pen to attest
the perfection Of our public schools.
Like everything else conducted by hu.
man ingenuity, they fall far below this
standard, but they do not in any de-
gree, deserve the insinuations Of bad
management aud superfciality cast
upon them by the Sun correspond
ent.
We have nothing to say as to the
class Of graduates who came together
after the lapse Of a lew years spent
otherwise than as pupils in the schools,
to receive their diplomas as graduates
Of the CAIRO high school. This was
merely an episode in its history which,
in the nature Of things, may never be
repeated in the case Of others and
which argues nothing what.
ever against the efficiency Of The
schools, of their principal or Of his as.
sistants.
In many respects We believe the
Cairo public schools to be remarkably
we'll conducted by teachers who consci.
entiously endeavor to do their duty,
and whose experience and pride in their
profession have taught them how to
lay the foundation Of a good and
thorough education for the children
~sA;.--.-l 49, 1.
"ishingto particularize or draw distinc.
tons, we are impelled to mention the
names Of Miss Rogers, of the eleventh
street school, Of Miss Aubrey of the
thirteenth street school and Of Miss
hoss OF the high school building as
nearly model instructors. We do not
90 into the higher departments for ex.
amples, because we consider the quail.
hcatiOns Ofprimary teachers, as teachers
ofinhnitely more Importance than those
oil the teachers Of the advanced" M.
pills. In the schools Of the teachers
mentioned we have heard mere chill.
aren read surprisingly well-we have
heard them answer geographical, ge.
ometrical, physiological etc., etc, que,-
tiohs, quickly and intelligently, and
have seen them show an aaaer.,andipy
OF many things which their elders. who
would resent the impu,ation Of being
ignorant, either never knew, or have
long since forgot,on. We think these
those We have mentioned
are not the only ones Of whom i, mayb
said, "well done, good and faithful ser.
wants understand and practice the
true theory Of instruction and tba,
'hey are lar from deserving the imput. |
'lon OF the waste Of time cast nnon
ben by such fault finders As - Penn -
In "Penn's' indisrimiuate structure.
'pon our schools aud school teacher,
condemns every thing alike
he study of the languages in the |
moods he donounces as ornamental
'd that Of stenography as unattainable
more than zone child in every hun.
ed and Of no utility. And ius,
rewe think that Penn makes great
}s'ake' The study of the languages
,nnot properly be introduced into
@mon school course. 1t takes Years
study and application to make
nd linguist and the knowledge Of for
co languages, to the majority of per.
avs |" merely an accomplishment.
the contrary, knowledge of stem.
rphy or short hand writing is an
iirement of practical benefit to psr.
,of nearly all trades and professions.
yhe latter its advantages cannot be
plated and in many trades and me.
ical arts, once used, it would be
! to be an indispensable acqui.i.
3 Moreover, its study compcls the
cot to think rapidly and correctly
: "sdiscipllne for the mind" al.
= y geometry, ETC., sink into insight
:. 20 besideit When Penn" asserts
L mot one child in every hundred
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