The Memphis appeal. [volume] (Memphis, Tenn.) 1886-1890, 1889-03-14
MR. pnELANs SCHOOL HIs1oRY.

A closer reading OF Mr.. Phcan's School History
OF Tennessee has more fully impressed us with
| the value OF the work as textbook for schools,
and strengthened our opinion that the people of
the State owe him debt OF gratitude for the ex'
| cellcnt manner in which he has performed this
| laboflous task Tho work Of condensing and
Arranging the larger history for use as textbook
was one which required great patience, industry
and intelligence, and Mr. Phean has brought all
| these requisites TO the task. II was work wherein
| the remuneration was doubtful and the labor
| great. The book, admirable as II Is, is valuable
chiefly as textbook and the sales necessarily are
| confined 10 Tennessee. Such book would hardly
have been prepared by any one except upon
reasonable hope that II would lind ready adoption
as textbook In the schools Of the State, aud we
| think itwoud be nothing but proper recognition
Of the value of the book and the patriotic work OF
the author II the State should adopt Il as a text
book for the use Of the public schools.-NGshrae
| AmsIicdn
In answer to this We re-copy the follow
ing, also from The NaSlUlle american:
Tho interview published in yesterdays American
with State superintendent Smith sets forth strong
reasons against the passage Of any law providing
| for uniform system OF text books for the public
schools throughout the State The Americda has
| been opposed 10 such scheme from the begin
ming, and enters is most emphatic protest against
| the passage Of any such law. The experience OF
| other States has not been such as 10 commend II
here, and II has not iuircqnontly been the source
Of scandal, NJ II Is always a source OF suspicion aud
charges OF iayortism and lobbery A uniform sys.
| ten Of school textbooks, as provided IA the bill
which has been introduced In the Senate, would
simply be big monopoly fastened upon
the entire State 10y throo men, and one
which, once getting grip. would be
| WFN 40 UkuE L. InNN0 10 uuN
these things with the County Superintendent and
the District Directors As Capt smith says, morc
than half The counties of the State have already
adopted uniform systems OF textbooks OF their
accord; the vary, Of course accO riding 10 the
different tastes and opinions In the different cOun
ties, aud We think IL is well that Il should be 10
The public school system Of tho State Is steadily
aud constantly improving aud the people are be-
coming every year more apprcclntlyo of is benc
its Any violent interference such N that pro
posed In the bill referred TO- with the existing con
dillon Of things, aud sudden aud sweeping
chnnrc In the textbooks adopted all over the state
would be fruitful OF dissatisfaction and complaint
our public schools arc doing well enough Don't
Try 10 lcgislnto too much improvement Into the
systcm.-Ndshrinc 1mr.odn
There is no difference between the
Legislatures adopting one textbook and
forcing II upon the children OF the State
and its adopting dozen and forcing them
upon them, under the pretext OF a uniform
system Of textbooks. The principle is
the same. The condemnation OF The
american, 80 wholesomely Democratic,
reaches one textbook as fairly and fully
as II does dozen. The Legislature ought
not 10 force Phean's School History by
law any more than Il ought not to force
an Appleton's Reader in preference to n
Ilarpcrs. The fact that Il Is a history Of
the State should not weigh a feather.
When books become a necessity they are
called for There has been no public de-
mand for Phelan's textbook. Pascal's
School History was never adopted by the
State, although II is an exceptional pub.
LEGATION and was prepared by a man OF ex-
ccp,ional literary attainments and an cdu.
Gator OF experience. In tho Mitchell &c.
ography there is n chapter specially pre-
pared by Dr. J. Berricn Lindsloy
on the history aud resources Of Tenncs-
see, and the information therein conveyed
is sufficient for all practical purposes In
the public schools wherein there is only
an eycrago Of eighty days schooling out Of
the 36j Of eacll year, a period that in the
estimation Of educators does not admit Of
the use Of any great variety Of school
books. or indeed Of any beyond readers,
spoilers, simple biographies, grammar and
Arithmetic with instruction IN writing. To
devote any Of these few days, iartoo few, TO
the study Of a political hisiorylike Phelan's,
which has very little TO say about the growth
and progress Of the people Of the State in
manufactures, agriculture and mining
bu, great deal TO say shout the Govern.
ors, 10 devote any Of the merely eighty
days out Of 305 IN anything moro than q
rudimcniary education would be 20 much
, OF impcdimcnt To the scholars and would
roiard aud hinder thcmby Just that much.
II Is not an increase Of textbooks that q
needed, but nm increase Of the number o
days Of schooling that tho children OF the
State may have increased opportunities o.
learning ,or read and write aud then Il they
want tos,udy history, the hisioryoi the STATE
b included, they can do Il and give all tho
p time necessary in a comprehensive way
$ Tnr ArrEAL Is thus consistently Oppose,
Il to the Legislature examining Phclan'
II school History down the threats Of III,
@ children OF the State whether the,
i will or not, because Il Is opposed {,
v the State examining or forcing any text
c books upon the children Of the State. II
' this matter Of textbooks the State shout,
J. be hands oil aud as The Nal,riie Imoioii
advises In tho second Of the two extract
We quote iOm Il: "Our public schools an
. doing well enough. Don't Try 10 lcgisla,,
" ''ioo much improvement into the system.
~
E. Tm ArrEAL congratulate the working
y men Of the State on the fac, that the me
., chanics' lien law yesterday passed m,
y senate by q vote OF iStoS We hone th,