Phillipsburg herald. [volume] (Phillipsburg, Kan.) 1882-1905, 1884-01-17
THE COMMON SCHOOLS AN INDEPENDENT
GROUP.

GROUP.
First: The common schools should
form an independent group of schools,
measurably distant from the so-called
higher institutions of learning in the
State. According to the latest publish
ed reports, the six institutions of higher
learning in the State having the highest
number of students, and in the academ-
ic year 1882, 1882 students, of which
| feel perfectly safe in saying, at least
One-third were pursuing the most ele-
mentary common school studies. But
admitting every one of these 1872 stu
dents are in the regular college courses,
the fact remains that they constitute
but one-haf of one per cent, plus
small fraction, Of all Kansas students.
AS simple business proposition, viii it
pay us to work over the common schools
in the interests of these 1882 pupils and
ignore the wants Of IS, U.s. who will be
farmersP Why make the common schools
the neutrality-suspicious. of the higher in
situations, when they do no recruiting,
and will never do much? for the num-
Der of students in the colleges will always
be infinitesimal as compared with the
great army who step abruptly from the
common schools into the industrial
world.
RELATING TO UNIFORMITY.
Second: The courses of study must
be shaped to suit the wants of the neigh
borhoods which support the school. For
example, in manufacturing district,
| industrial drawing Is an Invaluable study
of which pupils could hardly be taught
too much, but to the young farmer the
study is of little worth except as matter
! of general culture. The farmer who can
sketch his cattle most accurately will
scarcely solve the problem OF. cheap
steaks; and oleOmargarine will never
be driven from the butter market
through the labOrs of the manSfwhO
makes the best pictures OF Jersey COWS.
am aware that this proposition is
opposed 10 scheme dear to the
hearts OF many enthusiastic educa-
tors, namely, uniform State system of
instruction; but, let it be remembered,
that system is always destructive of
individual taste and aspirations; indeed
that may be said to be the chief object
of every system. l consider it every
whit as desirable and practicable to
make of all the varied forms of religious
belief in the State, a single one, or to
give to all the people common bust
ness impulse, as to make into one sys-
tenn the schools above the lowest grade.
If the pupils are everywhere to be
taught the same subjects, in exactly the
same manner and at the same time, we
must infer that the subjects taught sus-
tain no necessary and direct relation 10
the very varied occupations that the pu-
pills will pursue in after life.
THE "rITREE RS" AND BEYOND.
Third: Students who have reasona-
bly, well mastered the ''three r's," who
can read and write and spell well, and
cipher accurately through the ground
rules of arithmetic, should receive daily
instruction in matters pertaining direct
~ to practical business life. In manu-
featuring districts, Industrial drawing
and the elements of political economy
should be given especial attention.
while in those communities where bust
ness interests are dominant, bOOk-keep-
ing and commercial law should be as
thoroughly taught as circumstances will
permit. Again, in the schools Of rural
districts, would make the study OF
what may be called the elements of ag-
riculture q special feature; for | am
persuaded that very much of the pre-
valling ignorance of farmers in matters
pertaining directly to their vocation
might be ''headed off, in the schools.
Why not, for example, replace the
school reader with history of the com
mon domestic race of animals as would |
be furnished by compilation, say OF
Prof. Lows admirable Demonstrated
Animals Of the British islands, Or let
the teacher give daily ten-minutes talk
on practical topics, Of which the follow
ing are samples: ''The principles un-
DERIVING the rotation of crops" "The |
fruit and forest trees of Kansas - ''The |
effect of cultivation upon soil and |
crops
TEACHING EVERYTHING.
lam not Of those who look TO the
schools e. 3 panacea for all the ills OF |
life. nor do l expect that any mere
change in the subject taught win give
as better or more attentive pupils; but !
the patr 1ns of schools may reasonably