The Waco daily examiner. [volume] (Waco, Tex.) 187?-1888, 1885-07-01

] L. w nat II tnc uutl OF tne puDllt
school In regard to religious and
moral trainingG Should the school be
non-religious mot anti-religious) OF
should the state participate IN the
contentious of sects rather than pro.
tect all denominations In the lawful
practice oftheir religious tenetsS Does
the perfunctory performance Of the
customary "opening exercises" con,
tribute to effective moral training, OF
Is the average teacher sufficiently
versed in sacred lore to give bibli.
cal exegesisg To what extent
should the state respect the al.
legged rights of individual con.
scienceps Deducting the thirty
school hours from the 16S hours OF
each week, is there not sufficient time
TO provide for physical susteuance
rest and recreation, and leave 10 the
church aud family opportunity to
perform their obligatory religious du-
ties TO the child free from prosoly ting
influences Does not the teacher,
who leads the pupil Through nature
up to natures God" who trains him
to habits of industry, order, punctual-
ity. patience, self-denial, temperance,
pcrsevei eDce, cheeriulness, courage,
] cleanliness, politeness, reflection self
4 respect--to have regard for health,
purity, honesty, truth, justice. fidelity,
consclence-to cherish sentiments of
gratitude, pity, mercy, kindness and
patriotism, IN addition to the other
prescribed duties, contribute his share
to the solution of this question, and
make q more permanent and dcsira-
BILE impression upon the immature
mind than he would by the rigid ill
culcation of dogmasY
2. How much of natural science
should be taught in our common
schools, and how should IL be pre-
sented? What faculties of the mind
should be especially developed What
selection and order of studies would
be consistent with the laws OF growth
and development of the intellect I
Should instruction be limited to use
full facts and simple relations, by
means of which the perceptive and
conservative powers of the mind may
may be cultivated? Are the mental
powers sufficiently developed to crap.
pie with true science, of which the
principles are discovered by the re-
Elective faculties? How do natural
objects develop the sensesl Would
science itself be promoted
by the premature introduction
of scientific principles To what ex.
tent do facility, and strength of the
power of classification depend upon
early training influences?
Can any of the other studies usually
required be superceded2 Can the time
allotted to those studies be dimin-
ished by better methods of teaching!
Might some topic in the arithmetic,
not often practically used in business
be dispensed With Might there not be
more "languagcr aud less technical
grammar? Is "A knowledge of the in
terror OF Africa or Asia, or the couD-
ties of Ireland Of more value to the
pupils in our common schools than
some definite knowledge OF natural
objects which are ever inviting his at
tcntion, and by which his senses may
be advGntageously cultivated! Is
there not danger that instruction in
natural science may degenerate into
''flat commonplace" and the memory
be overburdened with mere words
without the ideas they should convey,
when other facilities of the mind are
properly trainedl Are teachers in
our common schools so fitted for the
work that they can carry out the true
idea of elementary science teaching:
Can secondary schools do legitimate
work without teaching OF the elements
of science In elementary schools!
3. What relation do modern Ian
guages hold to our public schools!
Are the practical advantages derived
from the pursuit of them, of such
value that they should be taught il
elementary schools, or should they be
remanded TO schools for secondary
and higher INSTR ctiou.
II in the elementary course, shoult
they be optional or required? If OPP
tionai, do they interfere with the pro
gress and privileges of pupils who d,
not study them, and should Il pre-
5 scribed knowledge of them be re
} quired of those who study them TO
: promotion in English branches? Wha
r relation do they bear to an economl
G cal administration of public schoC
funds? Should cosmopolitan instrut
: ton be maintained at public eNpons
r in elementary schoolsl Ought pa
: ents of foreign birth "demand as
G natural right the public education
their children in the language of
0 country which they have iorevC
Il Abandoned" Are the courses ,
Il study In our elementary schools su
r fciehtly full without the intrOductio
! ola foreign language5
Il 4. That Texas will become manufa
!. turing state, none will presume
v controvert. Should manual trainin
O be introduced into the public school
What place can be assigned TO it
IS our courses of study Would suiii,iel
advantages be derived from it
he Justify the necessary expense for G
ira room, teachers, and materi,
l. Can mercenary or mercantile motiv
u warrant instruction in the elemen
Is OF tradesY Has the state right
l. prescribe the future career of Il
s. citizen, during school lifep Shou
o the education of pupils be general
m specialI Are technical and artist
y training essential elements of geneI
lr culture which every one shou
i. possess? Is the training of the han
ID and eye by manual labor superior
y that obtained through other studi,
X Considering the short average peri,
Id of actual school life, should manl
d. training be introduced, if at all belC
II. the high school? Should pupils lea
p the public schools with the knowled
he of any trade or profession, or shot
n they not rather carry away with thu
nd that knowledge and cultivation
Si- mental power, which will fit them
,al follow their vacations in the most
ch telligent and'producuve manner"
We 8. Associations are important 4
To- tors in educational work. Isthe pr
ng cnt method of conducting this ass,
70 alton productive OF the most effect
to resultsI Is it expcdient to so am,
nix, OF revise the constitution AS TO p
Kill vide for departments, as, superinte
in eucy, elementary instruction, hig
lis education, normal schools, etc, grI
hal inc to each department the power