St. Paul daily globe. [volume] (Saint Paul, Minn.) 1884-1896, 1890-12-28
The Broad = Gauge Spirit
Which Has Actuated All
School Work.
Commentator and Criticism
Are Curiously Commingled
by Citizens.
Feature and Method Work
Which Largely Obtain in
the Schools.
People Object to Public Acad-
emies and High School
Universities.

Judging by her system Of public in
Struction st. Paul would not be consid-
cred, a city of recent growth, by the
casual observer, unless he should take
the view that the foundation was laid
in recent times and taken from the eX-
perience of ages as to methods. The
fact is apparent and undisputed, that
the public schools of the SANITY city
are unsurpassed, as to efficiency, by any
city in the country and, with the
possible exception of Brooklyn,
are uneQualled. A side from the col
leges, private and parochial academies
and schools. ST. Paul has graded
schools, high schools. teachers
training schools and manual
training school that afford accommodate
tons sufficient to give all within the
limits of the city, who desire to avail
themselves of the advantages, a SUI
perior education, which falls but little
short of the ordinary collegiate course,
and In some respects SuTpaSSeS the
course of the average college. This
end has been brought about by COM
bination of favorable circumstances.
The citizens have been liberal in the
expenditure of the money needed for
the purpoSeS-men of progressive edu-
cational ideas have been at the head of
the school system for a considerable
period OF yealS-men who have worked
with an energy that has been Spurred
on by public-spirited pride. New blood,
from the best institutions of the cOun-
try, has, from time to time, been infused
into the st. Paul system-progressive
and bright men and women, who have
started out fresh in life to carve out
regulations, have been added to the
corps of instructors. The best talent
at home has been secured. These have
been placed in good positions
and given opportunities to study the
theories and practice of education
abroad. Good salaries have been paid
the teachers, and they have been as
sured that their positions may be re-
tanned as long as mutually satisfactory.
An unwritten civil service law or rule
OF promotion has been practiced in the
profession. All of these taken together
have brought the school system of the
city up to the present enviable stand
ard. The progressive spirit is not at
standstill, Notwithstanding the fact that
excellence has been attained. New
methods are being studied and evolved.
The old and middie-aged men, who
went to school in the log cabin or coun-
try school house. and possibly took an
academic course in the towns, are
amazed at the difference in methods
and courses of instruction now as COM
pared with then. The old, laborious
way of learning by rough AMI rugged
stages single thing at time-learn-
ing the alphabet. to spell, to read, then
arithmetic, writing and geography, all
on nrofn t.x,
which the intentional memory the
has passed away. Everything was
then learned by putting a single
thing in the hOpdar, and grinding away
until it was stored in the mind: but it
said the other day: "a child is not
even required to memoriZe the multi
plication table," 1t has been found
best to train the thinking faculties of
the child as well as to strengthen and
improve his memory. When learning
to read he is also taught to write, to
spell and to think, and. at the same
time, to think and act naturally. With
in the last year or two Supt. Gilbert has
been directing his attention toward Sc
ing the courses of study, so
that their bearing upon one
another should be evident even to the
child" His reason for this theory is to
obviate the scattering of the powers of
both teacher and pupil. By the old
method ''many subjects where chief
value lies in their relations to other SUBJ
lects are rendered nearly worthless by
the failur of the child to discover those
relations" 1t has been found especially
advantageous. for instance, to teach
drawing, arithmetic, geography, writ
ing, history and literature at the same
time. A small child will find it difficult
to express an idea in spoken words, but
with the use of pen or pencil it will find
the study interesting and can convey an
intelligent idea of its meaning. and by
a combination of ideas on several sub
jeets will be able to fix facts in Its head
and classify it, while at the same time
the child is entertained and the mind
expanded and it becomes an active
student, without feeling that study is
irksome. The same is true of older
pupils.
Another reason that might be men,
toned as advancing the standard of the
schools, is the lack of jealousy but a
harmonious feeling existing between
the officials and teachers. The officials
and principals Of departments are al
ways ready to hear suggestions as to
methods from subordinateS, and there
is spirit of advice and consultation
manifested.
There is a number of teachers in the
schools who have grown gray in the
service. and, be it said to their credit.
they have not developed into crusty or
musty pedagogues, but, on the contrary,
are blithe, active and progressive. In
many instances teachers have been
given years vacation, with permission
to go to Europe or where they will, and
they have taken the time in studying
methods and subjects of interestto them
In their profession.
Educational Personnel.
Gen, George G. Smith, principal of the
Madison school, is the oldest teacher in
point Of service in the city. He has
been teacher for forty-six years, and
has been teaching in st. Paul public
schools since September, 1869. 1t is a
remarkable fact that since that date he
has missed but four and a half DAVIS
from school work when schools have
been in session. Notwithstanding the
fact that he has taught for nearly half
century, he is of robust health and has
but few gray hairs. He is a large man,
weighing over $50 pounds, but is active
ana mas Pheasant, GOOD natured face.
He served in the federal army through
out the rebellion and was severely
wounded. He is graduate of the Uni
versity of Norwich, Vermont, and
taught school two years in New Hamp-
shire. From 1851 to 1861 he taught in
the schools of Columbus, O., and re-
sumed teaching after the war closed.
The teacher who has served the long
est in the st. Paul public schools is Miss
Emma Stanley, now principal of the
Franklin school. She has been over
thirty years in the service, being APP
pointed teacher in September, 1860.
She graduated at Albion academy, New
York, and her first teaching was done
in st. Paul. She is sister OF Bishop
Stanley, Of North Dakota, and like her
brother is progressive and faithful in
every duty. She is yet young looking,
and apparently has many years of use
fulneSs before her.
Miss Dora Gibson. principal of the
Neil school, has been teacher in the
st. Paul public schools since January,
1857. She is graduate of Picton (Ont.)