Public ledger. [volume] (Memphis, Tenn.) 1865-1893, 1875-11-11
DEFECTIVE EDUCATION IN PUBLIC
SCHOOLS.


DEFECTIVE EDUCATION IN PUBLIC
SCHOOLS.
Cincinnati boasts Of the best public
schools outside of Boston in the coun-
try, and the claim is, we believe, tacitly
admitted. The system has been thor
oughly tested and its value pretty well
ascertained. Ohio was recently the
scene Of a struggle, in which the theory
of public schools was triumphantly vim
dicated. This question was forced into
a political canvass, and the fac. became
evident at the polls that q majority OF
the people hold the common school sys-
lem dearer than any political party.
The State is certainly noted for intelli'
gence, morality and a progressive spirit,
and much Of this is owing to the excel
lenee of the common school system.
The range Of studies taught in the Gin
cinnati schools is very wide. A candi-
date for a male teacher s certificate must
pass a successful examination in the fol-
lowing branches: /. Theory and prac-
tice of teaching, 2. Spelling and defni-
tious. 3. Reading. 4. Grammar. s.,
Penmanship. G. American history
I. Ancient and modern history. 8. Ge-
ography. 9. Mental arithmetic. 10.
Written arithmetic. IL. Natural philos-
ophy. u. Elements of anatomy.
10. Elements Of natural history. IA.
Music and drawing. 10. Chemistry.
l6. Algebra. II. Geometry. IS. AS
tronomy. 10. Constitution of the
United States, and on a re.ex-
animation be is tested in his knowl-
edge Of comparative anatomy.
Besides all this, teachers are employed
10 give instruction in the languages and
other high branches usually taught in
colleges and universities. This examin-
alton is necessarily superficial, for were
1t otherwise, very few teachers could
pass. 1t is possible for a man of thirty
and average ability who has been q close
student all bis life to attain a fair prof
cheney in most Of these branches, but
not in all Of them, unless the candidate
is a man Of universal genius. But he
must have a smattering Of all, and in
most instances, no doubt, a thorough and
well.grounded knowledge Of a few
branches is sacrificed for a superficial
knowledge OF the many. The pupils Of
such teachers are almost inevitably SUI
perfcial scholars. They are rushed
through a dozen studies a year, acquire
a vague idea of all, are well crammed for
examinations and talk fippantly Of
things they could not properly explain.
The child Of twelve years may be seen,
not only in Cincinnati, but in Memphis
and other cities, hopefully lugging a
dozen books to school in the morning
and YEARLY bearing away the same bur
den in the afternoon. They are forced
through prematurely, graduate (?) with
honors at a tender age and are so i'm
pressed with the belief they have learned
everything of value to be acquired from
books that they rarely evsr open one in
after life, unless it is the latest novel.
What little they have learned is-easily
forgotten, and a year Of two, or FIVE at
most,i is sufficient TO erase all that dazzling
tumble Of fashionable learning which
eneunhe-ed- the memory. Before the
mind natures it repels and throws of
that which it vainly tried to absorb, but
very often a fungus growth Of impervi-
GUS s%elf.coneeit remains for life. This
subject has recently been discussed 10 a
philosophical and exhaustive style
through the Cincinnati papers. The
Commercial, after going over the ground
and giving much space to correspond
ents, sums up its conclusions in one Wig
paragraph, as follows:
We insist hat the State in establish
1ng free schools designed them only to
qualify men to be useful and intelligent
citizens-to read, to write, to be. able to
keep accounts, 10 know something of the
civil and political and the constitutional
history and objects of the form Of gov.
eminent under which they live. The
Stata in establishing the schools aimed
at no more; and IL the boys and girls
we're thoroughly instructed in these, the
design Of the school system you'd be
answered. There are too many spangles
and too much fustian interviewer in the
intellectual garments of the pupils oil
the common schools. What they wan
is plain and substantial and usefuI
clothing for the mind. II their ambi.
ton, after completing the common
school course, prompts them to higher
aud more varied scientific Learning
there are academies and colleges and
special schools into which they will find
their way. We are more and more in.
clined to the opinion that to raise the
standard Of education in teachers end
scholars is 70 cut down the course Of
study and make the tests Of aualifca.
ton in the branches to be taught more
rigid and precise.
snch a verdict is worth something. II
is the result Of careful observation at an
educational center, where the public
school system has been we'll tested and
its advantages brought out and defects
exposed. We have the best authority
then, for saying that popular education
spread out asthin and weak as Cruel, il
almost valueless. We should have fewel
studies and greater proficiency. Element
airy principles should be thoroughly en-
wrafad an tha vonnO mind hnfora r,.h