The Indianapolis journal. [volume] (Indianapolis [Ind.]) 1867-1904, 1888-09-09
SCHOOLS AND THEIR IMPROVEMENT.

It is as true now as ever that there is no
royal road to learning. but there can be no
question that the path Of knowledge which
the youngsters of this generation climb is
smooth tboroughfare in comparison with that
which their fathers and grandfathers often
found SO toilsome. 1t is but few years since
school-houses became the places of comfort
and comparative luxury which they,now are.
The old-fashioned building, with its rafting
windows, its bare walls, its uncomfortable
benches. and general unattractiveness within
and without. would form striking contrast
with The substantial, handsome structure of
to-day. if set down beside it Then the physi-
eel welfare of the pupils was, apparently, the
last consideration Of the builders; now it is
the first; then it was expected that the chill
dren would suffers some hardships--these were
accepted as part of the cost of education;
now it is considered essential that attendance
shall involve no privations, but that their sur
roundings while in school shall have part in
their esthetic education. Where once they
were forbidding places, the public school
rooms are now often more attractive and
cheerful than the homes Of many of the pu-
pills. The contrast is not greater, however,
than in the methods of instruction. 1t is
common to talk now Of the examining pro-
cesses to which children are subjected, but,
as a matter Of fact, the examining" that was
done in the days of the log school-house
would fill the modern educator
with horror. The school year then
most, oftener three or four. Even then
the attendance of boys and girls, particularly
the former, was irregular. The getting of an
education was only an incidental part of the
boys life. Work began early, and must be
done, though the school-houss be left empty.
He could not count upon prolonged attend
ance Of years, but must snatch what learning
he might when opportunity offered. As a
consequence, the ambitious boy made the
most Of ais time His lessons were not given
in homeopathic doses, nor knotty facts con-
cealed in coating of treacle. He did not
spend seven years, for instance, in the study
Of arithmetic, but absorbed in one or two
brief terms a sufficient knowledge of the sci
ence to serve his purposes in after life.
Geography, grammar, and even more advanced
studies, were disposed of in like manner.
There was not the thoroughness of the pres
ent deliberative system, perhaps, but the
education, such as it was proved to be the
foundation on which great regulations
were built Many a man whose MANS occu-
pies proud place in American history had a
school education OF less than half dozenterms.
They were less highly favored than the
children now; were less thoroughly grounded.
possibly, in the few studies they pursued, and
had smaller fund OF general information
than the public-school pupil of to-day who
knows a little of a great many things. Doubt
| less, too, they often felt themselves hampered
| rule. Such men and women as these who
consider the deprivations Of their early years
| are the ones 10 appreciate the privileges Of
| their descendants in having the road to wis
dom made easy. 1t is doubtful, however, /!
| the youngsters themselves have a realizing
sense of their advantages, or because of them
will turn this week with less reluctance from
their vacation enjoyments to begin the new
school year. Perhaps indeed, the elaborate
school system which is such an advance upon
old methods will be still further improved IN
| til in future years the children of to-day will
bemoan their own lack of opportunity and
limited privileges Improvement is rapid in
this age, and educational processes may be
/ revised or new ones invented until the system
| now the pride of the educators will seem
crude and the machinery clumsy and de-
fective.
9s8...9rSrs.ssss9
| ANELECT LADY.