St. Paul daily globe. [volume] (Saint Paul, Minn.) 1884-1896, 1885-08-08
VOICE OF III PEOPLE.
The school Question,

The SchOOI Question.
To the Editor of the GLOBE:
Several persons have spoken to me about
the question which seems Just now to be in
this vicinity dividing public attention with
the national mourning, and which on more
than one occasion lately has been discussed
at considerable length by the chamber of
cOmmerce-the question of our public school
economy. The questions propOunded NAV
be reduced to these six:
FirSt-Are the hours of attendance too
long in our schools?
Second-Are the pupils taxed with too
many studies?
Third-Is the system of marking too ex-
acting?
F~Ourth-Should the summer vacation be
extended another month?
Fifth-IS there anything i'm the system of
our public schools d~erOgatOry to the health
mental or physical-Of the pupils?
SiXth-What is the cause of so many
pupils breaking down in passing through
the high school?
With Your permission, Mr.. Editor, [ will
reply to these questions through the me-
dunn OF your widely circulating journal. and
in so doing perhaps 1t will facilitate matters
If l relate something of my own experience
which has been gained in Europe and this
country during \ period of some twenty
years.
Upon leaving college I was appointed
second master TO the Leeds literary
schools and subsequently to the head
masterShip. At these schools there YER
over a thousand pupils, ranging from the
age OF 6 To . and 20. The hours of attened
ance were from D 10 u 4. III. and from l 100
I p. M, and in the evenings from Z to 10.
The subjects of study We're numerous, ac-
cOTding TO age or grade than those taught
in the public schools of St. Paul, and l be-
lieye much more thorough, and yet | never
heard OF a pupils mind or physical strength
giving out ON account of being over taxed.
At East Kent college, of which [ was prin-
cipIl, the pupils were all residents. The
rule was 10 rise at q O'Clock, school work
commenced at ESQ 4. III. and terminated at
3 p. H., with three-qUarterS of an hour for
breakfast from sis 10 9 o'clock, quarter
OF an hour for lunch Q2 to 12:15), dinner
at 3 o'clock, outdoor recreation till tea time
8 o'clock; supper and prayers at 9 O'clock
and to bed. This gives something like ten
hours per day of school work, and yet no
pupil broke down because of overwork.
In all my experimental l have had the
training of hundreds of pupils, infants and
adults have met with but one instance of
breaking down, and that was 4 ease i'm
which the pupil went home every Friday
after dinner and remained at home till the
following Monday. This lad had a very Sc
we're mother, who during his %sOjOuTn at
home kept him closely applied TO business,
making out accounts and other work Incl
dental to q retail merchants trade. lie was
a very bright lad and hard student, and car
ried OF no less than seven prizes at one ex-
animation. His strength. however. gave
Out and lis mind promised to become d per
feet wreck. lie remained at home for
nearly 4 year, and during the whole time
appeared 10 be getting worse; the mother,
however, was advised TO send him back TO
school. and I was induced to take him on
condition that he remained with me during
at least one term before visiting home. l
am glad to say thai III SiXmOnthS he was as
strong mentally rs he ever was.
OF course IL IS well understood that the
common schools III England are attended
by the children of the working classes. In
these schools the hours of attendance are
from . till Il and from / till t, with, in
some instances. half an hour extra for re
ligiOus instruction, as religion cannot be
taught during the ordinary school hours.
The subjects of study are about the same as
those taught i'll the public schools here,
with this NEUTRALITY-SUSPICIOUS.. geography,
4AA~tflNr NAI--GiC bLiAGlL ~ TIC luuil-C-l.
Those VINO can afford 1t send their chill
dren to private schools, where the course of
study is very much wider. and i'm all-the
common schools and private academies-a
great many home lessons and exercises
have to be done daily. Pupils from s to
IL years OF age in the academies are study
ing at the same time reading, writing,
arithmetic. grammar, history. geography,
bookkeeping. algebra. euclid, IGenSUTatiOn,
mechanics and mechanism. natural philOSO-
ply, drawing, vocal music. instrumental
music, French or German, Latin. and in
some instance even a more extended course.
But with il al there is 10 breaking down.
Now 10 say why il is that the mind in
England, in Germany and in Sweden ap-
pears to DC capable Of n very much greater
strain than here in Minnesota. L fear, Mr..
Editor. would take more space than o u can
spare me. Let me-. however. make q few
suggestions. The school houses are built
upon different principles. The teachers are
better trained. y teacher knows mis- buSi-
ness before he is entrusted with a school;
ne learns it, as every profession or business
Is there learned, By serving an apprentice
ship of five years. Here the schools are in
many instances mere practicing rooms,
where nOviceS try To- pick up the trade"
the best way they can. The pupils are
graded on a very different plan from the
old exploded one in practice here. The
most experienced teachers (instead OF mere
girlSl are placed in charge of the youngest
children. Great Importance is given to
physical training in all the European
schools. Terms are not 50 lOEg-never ~
tending over three months without holidays
between. On these points l viii, with
your permission, have something 10 say at
j future time, but there i one other rea-
son why the students in Europe do not sue
cumb 10 the great strain placed uDOu them.
In the ease Of young ladies' the rule IS that
she is not ''Out' till she leaves school and at
tends no balls or parties or otherwise diSSi-
/ pates, and children generally are under
Stricter homo discipline and not allowed to
run the street. make calls" or sit up half
the night. Children are allowed to attend
children's parties only, which are always
over at a very early hour. nor are they al
lowed to indulge in indiscTiminate reading.
But | fear l am eneroaching too much upon
your valuable space.
W. Is. WMCOCRsON, PhD., VI. +. @. 2.
The Burial Place.
To the Editor of the Globe:
80. = -. IS Ali ,,,-,;-- &b,&.