The Jackson standard. [volume] (Jackson C.H., Ohio) 1847-1888, 1882-02-16
over again the study of the same text


than two winters. If he cannot mas
ter it in that time he ought to drop il
and take up something which he car
study with some satisfaction and ad.
vantage to himself 1t is nonsense tc
suppose that because study is diff
cult and unsatisfactory to the pupil
that it is the study that demands most
Of his attention
Notwithstanding the fact that SO
much repetition is needless, the same
textbook is studied term after term
for half dozen winters OF more in
succession. If this were necessary,
and it be good thing for the pupil in
the comparatively easy textbooks of
our common schools, then why not
for the student in the more difficult
textbooks of our colleges. If such
were the case, college course would
be the work of life time, and life it.
self a cipher No, so much repeat
ing in our Common School Curricu-
lum" is not needed, and it ought to be
discarded.
The pupil would better be out of
the school-room, learning the health
full lessons taught by nature herself
as she writes them upon the leaves Of
the forest, the ripping of the pearly
brook, or the starry canopy Of night,
than shut up for the purpose Of going
over those studies which have already
been made uninteresting by repetition.
and which by continual repeating will
become tasteless, if not disgusting.
Moreover, liberal education, or
what might in any proper sense be
called an education, is not to be OBJ
tanned by merely treading the routine
OF the Common School Curriculum"
After the pupil has taken into his
course all the studies of the common
school, he ought not to remain there
more two Years (winters) at most;'n
will he under the hands of wise and
jndlclous teacher. If he cannot have
other studies than these IN the com
mon school, then he ought to get out
OF it, and go where he can-to the
high school or college.
The textbooks of our common
schools are but scanty fields for prac-
tical knowledge, and so much time
ought not to be spent III polishing
these foundation stones, that the |
structure which IS to be placed upon |
them, will only slide off on account of
oyer-wear and long-con tinued strain.
Reading books whose contents are not
trash would be far more profitable
than the monotonous dreaming over
the same dreary routine year after
year.
The history Of our Republic is lu-
minous with the names of great men
who were not stinted in their minds
or their bodies by excessive school
drill during their childhood and youth.
Washington, Lincoln, Greeley, Gar
field had chance to develop their own.
physical and intellectual individuali-
ties while they were passing from
boyhood to manhood"
Yet while there are many disadyan-
tages and hindrances to speedy prog
ress in our school-work, by too much
repetition, nevertheless in it are con-
tanned the elements out of which is to
be made something better. Farther
more no one can estimate the great
good to individuals, to communities,
to state and nation by the Common
School Curriculum" as it now is.
Then we shall not condemn too Sc
verely the present curriculum until
we have examined carefully what a
great work it has done, how firm its
and how strong it's ele-
ments for still grander work in the
future.
The very buildings themselves, in
which the great work of education is I
carried on, ostensibly indicate what a
mighty power it has welded in the {
last half century From the rude log |
school-house with its paper-greased s
its unbacked seats, and it's t
monstrous log fireplace, to the COM t
Portable frame or brick building Of t
The present day, with it's glass win &
lows, its patent seats, and its tidy l
fireplace there has been many long I
stride of marked progress. This fact /
alone has in it a grand significance. =
What does it mean? 1t means that 7
our Common School Curriculum"
however deficient it may seem, viewed '
the light of the present day $
mas had in it a powerful element, t
which has done as much or more than :
any other institution TO lift the Amer \
can people up to the high position G
which they now occupy among other :
nations. Had there not been wor- |
,hy and successful element in the cur g
'iculum, these great improvements 3
Ind this great advancement had not t
leen made. 7
IF one age improves upon the pre- $
:eding age, it must be done to a great s
extent in the schools" And as there |
las been rapid and vast improvement c
n the last half century. we must give G
he schools credit for a great work. '
Principles have been taught and I'M t
pressed upon the minds of the. youth a
n the common school, which never 6
anywhere else, nor under any other
could have been taught. G
Not the least among all is the fact c
hat the youth have been taught to I
regard the rights Of others, and to have '
that watch and care that alone make t
Dne an agreeable member of society. t
Taught that liberty costs something. 4
Taug ght to respect it. Taught some of |
those sanitary principles which will I
be beneficial in all after life. Taught ,
TO be inauisitive-not to accept any t
thing and everything that may chance ,
to be presented to hin, as though the
teacher were god, and all his words p,
hence the great difficulty t
with which the false scientist, or the S
sham teacher meets in trying to inn
press his teachings upon the minds of
the youth.
1t has melted the youth to think ,
ing, and to great desires of reading, ,
and trying to learn something of