The true northerner. [volume] (Paw Paw, Mich.) 1855-1920, 1874-04-10
GRANGE DISCUSSIONS.
snljecf-Our Common schools.

vance as they used to, neither was there the
order in schools and respect for the teacher
there used to be. The whole system now was
machine made. Teachers are educated in the
graded schools and take their cue from that
No scholar can advance faster than the dullest
pupil in the class. There is no stimulation to
ambition no striving for excellence in any
branches. Scholars come home with no en-
thusiasm -bring home no books for evening
study. In fact, there seems TO be no interest
taken in school farther than to pass away the
time and draw the pay. Young girls with no
judgment, but with kind OF parrot, superficial
education, are hired who have been through
the course of our graded schools and copy after
it. He considered the influence the graded
schools had over the common schools the sole
cause of the difficulty. The same system would
not apply where pupils were of such different
capacity. He said he had seen scholars go
from their letters through the first reader in
one term but now it takes year or more, and
there certainly was something wrong in the
method Of teaching.
ID. Woodman thinks schools are not what
they used to be. All the teacher seems 70
think OF is to pass away the time and when
the school closes the scholars seem to know
but little more than before. He can see no
good the County superintendent does and he
thinks it an imposition to impose on us an Of
ficer we do not want. Thinks we should make
an effort to get the law, creating the office, re-
pealed We pay too high for our teachers;
our taxes are exorbitant to support the system
He is in favor Of paying what is just, but thinks
the matter can and should be regulated.
L. =. Mills thinks we have nothing that costs
us so much, which pays Us so little, as our COM
mon schools. Teachers collect large sums OF
money for which we should receive CORE
spondingly large return. but we fail to get ii.
Young men. who are unable 10 get fifteen dol
lars per month at anything else. get forty dol
lars for teaching. When he vast young it was
considered great waste Of time to 90 to school
and learn nothing now it was different. SUI
perntendents spend but little time in our
schools and cannot be expected to know much
of what Is going on, and the people do not get
value received for the money paid.
j. Kelley thinks we are paving too large
price for the labor performed. No teacher can
get certificate who does not pass all examina-
ton in the branches as taught in the graded
schools, and only as many certificates are
granted as we have schools in the county, so
that we are obliged to pay the price to get
teacher at all He thinks II there is anything
we have run wild upon, 1t is schools.
Mr.. Rhodes thinks if the teacher boarded
around in the district, and became acquainted
with the parents and scholars at home, he would
have more influence for good
Mr.. Jones thought there was but one opinion
among the people in regard to the County
superintendent and that all were opposed
to the system. Nothing can be accomplished
by grumbling,-we must arise in our might and
crush it out. Our school tax Is about two-ffths
Of the whole tax. He Is satisfied that the
County Superintendent is OF no utility, and we
have never realized any benefit from it.
Mrs. Hungerford said nearly all the discussion
had been about graded schools and the Superin-
tendency, but thinks the parents as much to
blame as either. None Of them visit the schools,
nor take any interest in them. She thinks the
scholars would strive more If they expected
The parents to be present to witness their I'M
provement. She thinks il parents would go to
the teacher with the complaints, and talk with
them about their errors, they would take the
lesson kindly and profit by it.
James Bale thinks tho subject needs discus
sion. No parent but feels the importance Of
the question: they are undoubtedly somewhat
to blame. The superintendent has visited his
school but three times since the office was
created. He would not have the idea get abroad
that farmers were down on free schools 1t is
education we want not superficial ideas.
+. l.. Warner is IN favor OF a radical reform
III the system. His mind is taken back twenty
i've years, when he walked two miles every day
to school. There was some enthusiasm then.
They had evening schools, and some stimula-
ton to Advancement. There 10 great change.
Then we were allowed to learn all we could:
now scholars are allowed to go only so fast
Teachers can attend to nothing but a regular
set formula, and il . scholar is bright and act
i've enough to get ahead OF his class, he is set
back with the rest and becomes discouraged.
Latin Grammar is Of moro importance than
practical studies. His boy OF thirteen thought
himself terribly abused because he did not
tul1h lldJiu just tue lulup dJ us dbe.
]. j. Woodman thought the common school
system the pillar Of the government but the
idea Is abroad that our schools are retrograding.
That they are costing US too much is true
Thinks the County SuperintenGency has some
thing to do with it. the expense is much
greater than under the old system. Under the
present 5, stem ring is formed controlling the
wages to be paid, the number Of days for
month, and the number of certificates granted.
The ring is so formed that the will of the peo-
pie is entirely abrogated. Counter-petitions
are sent out by the State superintendent,
printed at the public expense, to every teacher
in the State and they are filled up with names
and flood the House. They appear the ostensi-
BILE will of the people, and so defeat any meas
ure OF repeal. He thinks the plan of the word
method is teaching by machinery, aud is not
effectua. PATRON.
To me .Tembers Of thr .uichigan state
UtOmoa's suffrage .5ss0ci1tion. and
10 al the Friends OF UnirfrsaI
SU0rU or r0ssHouf inc Syoy,