New-York tribune. [volume] (New York [N.Y.]) 1866-1924, 1889-01-31
A TALK ON EDUCATION.
COMMON SCHOOLS AND SCHOOLS.
MISS ANNA c. BRAokErrs PAPER READ BE

'NA u BRACKETPS PAPER READ BE
foAE THE NINETEENTH CENTURY CLUB.
=, Inc Assembly Rooms of the Metropolitan Opera
iiouse were filed last evening by the friends and
members OF the Nineteenth Century Club, who lis
veneu 10 an address by Miss Anna c. Bsacxett on
our Common Schools and Schools Beginning
WIN some personal "reminiscences Of Charleston be-
'o,o ,ne war, she spoke in part as follows:
INC cary settlers Of first sturdy colonies builded
of 'nan they knew when they laid tho foundations
VI our public schools Looked from this distance the
eeosh'neht OF that experiment little Of
miracle Without them. the immense tide OF immigra-
Noh IRON The Old World could have been fused
mo anything like unity. II they had looked forward
<VV years they could have fortified the nation better
Sotnins but the public schools, where the children Of
inherent nations and classes meet upon the same level
could have negrated the great diverse mass OF our
pOpuiauon INTO nation. Nothing but the
general intelligence produced by public schools
eoua nave created army out Of citizens and only the
cne OF the schools could have fashioned the habits
OF order and selteOntro that army was dissolved
INTO mechanics, farmers and tradesmen. The common
puohe schools seem been nseparable from the
ouhuaaon OF the New-Engand Colonies and for yeara
inc march OF the schoolhouses the line between
ho states settled by the wEnganders and others In
he early days u the Colonies there was no objection
20 paying taxes for schools and the true history Of New
'sana cannot be written without treatment Of this
Se'Oi Then schools but the end OF the
maintenance OF Government It Is only lately that
ooeeon has been raised being taxed support Of
puohe schools. by people do not expect 10 send
thcr children 20 them But the good citizens which
they cost ~
" not the general public fentiment that need be
reformed In order remove the Objectionable features OF
o Sehoolsf We are reminded OF the unfortunate dis
s OF france where lt cannot rain because there are
v ofe and tho trees grow because It does not
'' 30 close and vital Is the connection between the
,sn' oi country and its life II we seek for at.
NiUnn ..Isk
country We find but few The schools Of saeN city
nA'c tnef own distinctive characteristics In one city
" nave high percentage Of Irish children In another
~ oluaiV large proportion Of Germans And these
oO's cannot be managed alike. In fact In our eoun.
We convey no real idea when speak OF the public
s s ana efitincse H. Every community has It's own
pan An laea and marks this as best it may
r. ~, uncut 10 make DreiRner comprehend this
~ n' french and Belgian mind II is impossible 10 con-
~ public schools without Minister OF Public Tn.
ssuoHon' VINO. from his central ONCE shall direct all
' movements Of all the schools in beautiful uniformity
- N inc difference between two schools IN the
saue Guy mat there Is between Massachusetts and Ar
sas 10 the history Of the United States. After ALL
the teacher IA the e school, and In teaching even
more perhaps than In any other profession It Is personal
'ooo ana character that tell In other profession do
Two hving minds come into such close contact In
onef that the teacher may teach ALL her mind must
70 certain extent dominate that Of the child OF
course we cannot expect all who teach to come up to
tae highest level fr In teaching Webster said Of tho
rtt ~ AVA room AZ the but all who teach
must have Of these qualities
The teacher Of the adult mind may desl with spocSl
subject and give his chief unfolding
that In all its bearings. The Of
give her main attention. not the subject abe teaching.
bat 70 ne mind Of the child The tendency Of the time
Is 70 Increase the proportion Of women teachers The
men teachers are not than 80 per Of
In the United States Most certainly public schools
exist for the sake Of the Nation Milton for tho
Of schools VIVA, greater service can We DO for
fha Arerf /
The schools IN any city the
less there Is permission for the Importation fresh
ideas from the experience Of othsr cities and An
exclusive policy will make disaster.
The public schools established with an eye singiy
the best good Of the 100000 Children who are to
b trained into American eitrenA It "a FAR certain
that ne chief result from many schools has
not been eievtrness and not character.
But in such cIiueiEm IL is impossible
TO separan ne pubic from ths privsN schools Many
who DO no: object 10 being taxed for The support OF
primary aud grammar schools object the outlay
high schools though IL should be forgotten
heir Inspiring influence Ia felt w all the Orhsr schools
Written examinations have become too prominent We |
haye Of pupils the end Of whose TO pass
certain examination and the object OF whose study IL
thus put without and within themselves The rail-
read conductor would probably pass a good examination,
after hs train gets IN the faees Of his pssscusers but
siS hours after The knowiedge IL all gone We stay.
Ing memory. however, and not q carrying memory
Our children made citizens In whose hands
may safely be left tho future Of the country by any
soeaed system by any process OF constantly recurring
examinations BY any theoretically planned line /
or manual training. by any perverted kindergarten, /
though hese be all ioisted upon public schools The
schools need first clear conception Just what they are
b produce az results. Tho public need know tina,
these results capable OF to-day
tomorrow, but only by characters and lines the
children and IN the last test by the future Of ne Re-
public. The schools need simplifying and unifying. |
They need 10 be mercilessY stripped Of the show and
sham which Is the curse Of our average American life
They need most o. all good and we'll trained live teach
ora glowing with enthusiasm and impressed with a pro-
found Of their duty the country and above ALL
that they may have all these they need broad wise and
thoughtful men IN tho places OF suporntendents all
the length and breadth Of the land men nt for the place
and the time. and then left unhampered and uncon.
strained By any dletauon from unqualified authorities
ab6ye them.
There are such public schools and Nero such
tcachefa and superln,endents. From time 70 time we
catch breath Of real inspiration from Kansas from
illinois, or from other hF-on region which
makes suspect that the great sound heart OF the Aner
Nation may perhaps beat tuer elsewhere than here
Listen these words from superintendent In Foridat
Thu most important school in tho State, TO the or
dnary citizen is tbs his dooE and he should spare
pains expense make 10 good that the children
81 himself and his neghbors may receive hstrate COM
non school training therein
or these 1--WE gee on Tor many years to como
With Tnodleum Of schooling II only people advance
surely IN economy thrift ana the intelligent apDrec
atom OF the benefits tho common school education
We DO not much as We need train
ng In independence and seltrelIanee'
The latter words came 70 Us from honest old South
Carolina. These are tho guns she Is airing to-day
Miss Braclkett's lecture was followed by
general discussion, the principal participants be-
Ing Edward H. Boyer, principal OF Grammar
School no. q. and George Cary Eggleston Editor
81 " The New-YorII Commercial Advertiser
Short pthy Advertisements like those on tho fourth
and nth paaes OF The Tribune this morning often
prove OF great service 70 those who examine them