The true northerner. [volume] (Paw Paw, Mich.) 1855-1920, 1874-04-17
Our Con, mon schools.

Grange discussion of the above subject, / am
induced to depart from my usual custom and
write something on school subjects. Hitherto
have, In the main. confined myself to the
schoolroom aud to the legitimate discussions
and exercises of teachers associations, not
thinking IL properly part Of my work to make
use of our local papers for educational pur-
Iposes: but as our school system has been q
prominent theme of debate for some time at
the sessions OF the grange both here and else
where and has been subjected to very severe
if not unfriendly criticism, perhaps may be
pardoned for writing the present article.
The report in question purports to give the
remarks Of several members who participated
| in the discussion, and in the absence OF any
proof to the contrary We are to presume that
they are correctly reported, though must say
that am slow to think that some of those
gentlemen really said what is credited to them
Moreover, as the report is gwen to the public
by member Of the order, we may infer that it
is by the consent Of the speakers and OF the
grange shall not, therefore, be charged with
making an attack upon or beginning Discus
sion with, these gentlemen.
1t would be impossible to consider all the
topics touched upon in the report in one article /:
1t has to do not only with the present condition
OF our schools, but also with the school system
generally, and with methods of teaching. The
subjects of wages, the Superintendency, the
word method. etc., will be left to future papers,
except so far as it may be necessary to refer to
them incidentally, and at present the assertions
not arguments, touching the condition and
working of our schools will, to some extent
receive attention.
"A. G. Glidden said there needed to be a
radical change Someectere," but he and all the
others failed to enlghten us as to it's location
(In this statement an honorable exception is
made III the remarks of Mrs. Hungerford.)
This assertion is of piece with the unqualified
condemnation OF our school system contained
in resolution passed by the oranges at Bangor
some time ago. In each case demand was made
for radical change but not even hint was then
! given in relation to hoo or ichere. little
farther down IN the present report :" L. L..
Warner is in favor of radical reform; but he
forgets in his enthusiasm for the "good old
times" to tell us where the change is to be made
!
and school system are faulty we have always
known it. The great question with all good
teachers. and with educated men everywhere is
how to remedy these faults. Gentlemen, it
will not do simply to point out evils,-R you
have just discovered them you must have been
a long while asleep,-you should show us the
remedy and teach us, who are in ignorance,
how to apply it.
But o, the good old times A. c. Glidden
said scholars did not advance as they used to,
neither was there the order in schools and re-
spect for the teacher there used to be-" sd.
Woodman thinks schools are not what they
used to be-" L. l.. Warmers 50 mind was car
ried back twenty-five years-There was some
enthusiasm then-There is a great change" j.
J. Woodman said - The idea is abroad that our
schools are retrograding." We have all learned
that 1t is not usually very satisfactory or edify-
ing to ask aged people how they did when they
were young. Doubtless the fathers OF these
men talked thirty years ago the same as they
do now, and their fathers before them. II we
were to take the history of the world by gen.
erations IN tins way, the date OF Eden would
be changed from six thousa. years ago to con-
siderably less than six hun led We demand
the proof that our schools are retrograding 1t
ls not found In History or Analogy. What ed
ucational journal, what great newspaper, what
scholar, what statesman has said it OF course
it is easy to find some particular method Oh
custom condemned and placed in contrast with
old ways. Educational publications are full OF
such cases. ! can furnish them to you by the
quantity. But what authority has said ouI
schools generally or our school system is in
ferior to those of twenty-five or any number OF
years ago Gentleman, please give Us your
references.
In regard to the talk about machinery and
, machine made systems, 1t Is hard to say any.
, thing. 1t may mean a great deal, or very little
or nothing. 1t may be very good thing, or il
may be very bad thing. | never heard any
objection made to farming by machinery pro
uided the machines eoere good ones, and per
haps teaching may be done by machinery. Al
any rate presume q system made by mactin,
, might work as well as one made by hand. The
charge is so vague that it will not do to defent
or attack it until some specifications are made
so that we may understand which side to es
pouse. An attack is made upon Graded schools
in the following words Teachers are edu
Gated in the graded schools and take their cue
: from thst-no scholar can advance faster thai
!. the dullest pupil In the class-scholars com,
. home with no Notwithstanding home no book
for evening study" Now scholars are aDowet
to go only 80 fast-Teachers can attend {,
nothing but regular set formula, and if
y scholar is bright and active enough to get aheat
of his class he is set back with the rest and be
comes discouraged" 1 wish to ask the tw,
3 gentlemen making these charges question =
Have you rislted graded school duriug tn
" past two years and seen Its working If 80
when, where, and what did you see II yol
have not, would 1t not be we'll to do 30 befor
/ another discussion? will not attempt l.
Z speak for graded schools generally, but 30 IA
g as concerns the Paw Paw graded school thes
IL statements are entirely without foundation
o Every patron having a child in any of on
grades above the primary knows that what
o said about taking books home is untrue. A
regards enthusiasm, that is quantity nc
q easily measured. I say nothing about it. Con,
N and see for yourselves. All will concede ths