The Donaldsonville chief. [volume] (Donaldsonville, La.) 1871-current, 1883-02-17
Educational Topics.


System-Want OF Standard sc,,oo
Books.
DoNALDsoNvILLE, Jan. 30. 1888.
EDITOR CHIEP:
1t is universally admitted, that, when
ever and wherever there is demand fol
anything, an attempt will be made tc
satisfy it. This attempt is made by those
who are qualified for the propep per.
formance of the duty. And it often
happens titst tho production of the
former, the inferior article is, in con.
sequence of it's cheapness, adopted: This
general principle applies in every de-
partment of business, and in mono more
so than in that of book making. The
increase Of demand for school books
since the introduction of common schools
has called many authors into the field,
and it would he we'll for our schools had
many of them exercised their talent in
some other vocation. Without saying
snything in regard to the relative merit
Of the various systems which have been
and are now before the public, VIC will
simply point ont "a few difficulties, or
rather positive evils to which our schools
are exposed i'll consequence of the want
of one approved system.
Every Publisher employs the most in
genions persons he can find for agents,
and through them presents his books in
the most favorable manner. Recon-
mcndations are obtained and by the
way, somo persons who stand high in
society will have to bear much Of the
blame, for they give their names without
due reflection; and others, seeing their
recommendation, fall in, and being de-
termined to make a market for his books,
he authorizes his agent to supply schools
gratis. Thus, through tho influence Of
novelty, Of strong recommendation, and
an unintelligiblc liberality, the people
are deceived, the old books are aban-
sloned, and !; new system introduced.
This game has been frequently played
and as long as 1t properly authorized
system is wanting, may be played over
and over again to the serious injury Of
education Again: parents, and Oft
times children are the sole arbiters in
selecting school books. The store has
perhaps several kinds for sale; any ono
suitiny the fancy of the purchaser is
bought. So ont of thirty or forty fami-
lies belonging to the same school, there
mny lie some six or seven kinds OF books.
The school opens, and the teacher ex-
anines his scholars that he may form his
classes. The class is formed, called mp
for recitation, when 10! thcGsyl,ole ar
ransement is frustrated, for no three
books in the class correspond. And what
is the result 7 Do you not see it, reatlcr'
DO you not SEQ that FIVE or six classes
arc required where ono might have
answered and perhaps some of these
classes consist of one or two scholars.
We have heard many object to the for
| VA Ia1i 30 StdoSSS5 tist q uasSiotey
of books, with such persons, would no
doubt be considered an advantage, but
classification is undoubtedly an excel
lence, because n class of twenty scholars
NAY receive rs much information rs one
consisting of three pupils in the same
time. Here, then, we have twenty bene-
fitted, while in the other case we would
only have three, and more time spent.
1t is supposed that tue other members OF
Il class receive no advantage from instruc-
ton given to the member reciting; but
this is q grand mistake, for in a we'll
conducted recitation, the instruction is
giverto all, all rccitc, and if all do not
profit, it is their own fault, and not that
of the principal. Large classes are nbso-
lutely necessary in large schools; witk-
out them little can be accomplished.
There is a great advantage, and no dis
advantage, in having the school wisely
classified, but this advantage is entirely
lost where and whom u uniformity of
books is wanting.
Again, there must be some difference
of opinion manifested by these different
authors. This difference Of opinion
forms the prominent feature Of their
book, and consequently, lot it be impor-
| tant or non-important, whenever there
is n diversity of books, there will be II
corresponding diversity Of opinion III re-
gard to literature in the school. This
condition of things makes the teacher
the standard. He must give decision,
and of conrse his or her decision will be
on the side of his or her fayoritc author.
For tho time being this decision settles
the matter, and under existing circnm-
stances only forShe time being; because
in IA few months tho school is closed, the
teacher leaves, never perhaps to return,
and the standard is gone. Another
teacher is employed, and in all proba-
bility brings with him another set of
views. Thus it is our schools have no
standard, and our children acquire no
fixed opinion in literature. The want of
!, standard system of school books is a
serious evil, for as long rs it exists a
thorough education will be impossible.
The scholar is continually learning and
unlearnng, and at last leaves school nm
decided in regard to what is right or
wrong.