Buchanan County bulletin. [volume] (Independence, Iowa) 1869-1891, 1875-11-05
Our Public Schools.

ED BULLETIN:-In my last paper no
ticed the existing stale of affairs in our
public schools, and suggested means by
which greater interest might be aroused
in the matter of education. 1t is scarcely
to be expected that those interested in the
cause of education will at once secure the
ear of the public, despite the overwhelm-
ing importance of their theme; yet, by
statements iterated and reiterated, by cline
upon line and precept upon precept," the
training of the rising generate may some
day rank among the first cares of the peo-
pie and their Legislators. De Tocqueville
says politics are the end andaim of educa-
ton in the United States, u statement
which, however true of the education of
the newspaper and the bsllot-boX, is not
true of that of the schools. If one-tenth
the time and labor that ale now given to
influencing voters were devoted to educat-
ing them to vote intelligeftly, how much
brighter would be the future of the nation!
IT'S trite 10 say that our public schools
both here and elsewhere-are not what
they should be,-that they do not attain
the end-too often, do not even advance
in the direction of true education,-
that is, such an education as shall best fit
its possessor for all the duties of life. At
present we have to deal with several ques-
tons of vital importance to the welfare of
the nation; such as the questions of finance
and of Catholic influence in our public
schools; and where do we get the knowl-
edge, political, economic, or social, which
shall enable us to decide them wisely
From our political leaders? And where
do they get this knowledge? Well, few
do read History, do study Political Econ
omy, but how few! With the growth OF
the nation such questions as these. whose
answers must come from the pages OF his
tory, and from thorough knowledge OF
the past and present conditions OF other
countries, will increase. 1t is very evil
dent that empirical conclusion, drawn
from the limited personal observations OF
few individuals, cannot be as reliable
guides to action as are principles carefully
deducted from the accumulated experience
of many nations, extending through long
series of years Legislation is not such
simple affair after all; nor is voting,
though it may seem to be; yet, what have
the schools and colleges done to fit us for
either? Little or nothing. Then comes
the question: What should they do =?
Directly, perhaps, no more than they have
done; indirectly, a great deal more. Let
me be understood l say that truer
education would not substitute the
"Wealth of Nations" for the primary
arithmetic, nor put Shakespeare in the
place of the second reader, but it would
so teach the pupil to think for himself
when studying the primary arithmetic,
and the second reader that, by and by,
Political Economy and the highest litera-
ture will be, not only easy, but attractive
reading. In word, the main object of
education should be to develop the mind
of the pupil, at the same time imparting
such tastes as will in after life insure a
continuous growth. make no apology
| for repeating in substance remarks made
by myself and others at the meeting of
the County Teachers Association, held a
| few weeks ago. Hitherto, the efforts OF
teachers have been too much directed to
getting over certain amount of work, =
to have the pupil commit to memory a
certain number of statements, which he
|
which he hopes to be delivered, once for
all, on examination day. On the contrary,
the great aim of the educator should be
to have the pupil think for himself, thus
preparing him to be his own educator in
after life. suppose every man who has
reached any great mental eminence viii
say that the most the school or college
did was to teach him to help himself. =
That thought-to render the pupil self
helping, self-dependent-shou be always
present with the teacher. AS long as the
efforts of the teacher are directed to get
ting through the textbook and passing
examinations, rather than cultivatlng hab
its of accurate, independent thought and
ready expression, just so long will oul
present systems of education fail to fit the
future citizen for his duties; on the othel
hand the teacher who has succeededeir
educating his pupils to think for them
selves, and to express their thoughts read
ily, may be assured he has conferred last
ing benefits. 1t will be noticed that
have emphasized two objects that SHOULD
-1yer be lost sight of in true education
ist. The developing Of the mind of TIN
pupil so that he will learn understanding,
will get ideas rather than words. I'd
The ready and accurate expression OF hi
ideas In both these particulars leadin
educators admit there are marked defect
IN our present educational systems. HaT
PLY, there are efforts being made I
remedy these defects, but enough. q
present.
THOMAS w, GRAyDoN,
Supt. Of Schools.