The Portland daily press., 1883-02-09

minds of the children. At their age the spell
ing ought to be the main point to be attended
to. Of piece with this programme OF stud
ies'' is that of requiring children in the prima-
ry schools, who have no knowledge OF decl-
mails, to add, multiply and divide dollars and
cents and point off correctly.
hope we shall be informed whether the
superintendent or the committee are 10 be held
responsible for such plan Of school work.
INQUIRER.
ECONOMY?
To the Editor of The Press:
The school question seems likely to be well
written up. There appears to be a general
feeling of dissatisfaction with what we have,
but no general agreement as to what we want
Some one wishes to economist by saving the
salaries of the superintendent and agent. Now
economy is good thing, but it is possible to
waste at the bung-hole while saving at the
spigot, and this is not wise. No one has
brought out the fact that the great item of ex-
pense in our schools is the time of our children.
Compared with the value of this the sum paid
out for the support of our schools is infinitely
small. 1t seems to me that when we attempt
to economize we should give our attention to
this Principal item, where the chance for waste
is so large and SO dangerous. The greater (by
far the greater) proportion of our children have
a certain limited time in which to acquire their
school education, (for education by no means
ends with the school room) This time as at
present employed is about sufficient to take
them through the primary grades, aud perhaps
one-half of the grammar school grades. [
think it would be worth while to inquire
whether the time is proftaby employed which
admits only Of this result. believe that the
inquiry would show that about two years of
time is wasted on non-essentals, and that the
course could be so arranged that our children
could complete all the essential studies of the
primary and grammar schools two years earlier
than now, and be as well prepared for the
practical duties of life as are those who now
graduate from our grammar schools
This is when our economy should commence.
Our schools should be furnished with the best
teachers, and the teachers should be well paid.
No other profession calls for more exhausting
labor, or higher ability than theirs. We cam
not afford to waste the time of our children by
employing poor teachers, and if we have any
in our schools they should be discharged I
believe that q capable superintendent in
creases the efficiency the schools, and that
we cannot affor to be without one. We
should remember that Whatever adds to the
efficiency of the schools is economy.
We cannot afford to fritter away any of our
SHiiuiOu li1A6, anu L Dtilop0 Jldb We are 90
ing SO under our present system. Not that the
children do not have enough to do They
work too hard, but their work is not well-di-
rected. We cram them with facts, give them
hard stints at memorizing, and the result of
this is for the most part useless. knowledge
Is not wisdom, nor is memorizing education.
They should have such studies and exercises
as will teach them how to think, how to use
their minds effectively. Facts can be got
from an encyclopedia o elsewhere as needed.
Let us push our economy in this direction.
Let as not fuss and grumble about the spigot
while while the bupg-hole is wide open aud
the time OF onr cffl5re9 ra..s.itss 20 wast9.
ize that time cannot be bought with money,
and is far more valuable and important than
money. Let us insist that all things mainly
for stnffing or ornament be eliminated from
our schools, and that the time of our children
be made the most Of in acquiring educated
minds, and not mere knowledge. Let us raise
our schools to the highest efficiency possible,
at larger money expense if need be, at smaller
If practicable. And if our present managers
and teachers cannot or will not do this, let us
get those who can and will. H.