The morning call. [volume] (San Francisco [Calif.]) 1878-1895, 1891-05-13
WHAT TO TEACH.

Superintendent SWEET and the teachers Of
the primary schools have under consider
alton a change in the course of study in the
lower grades of the public schools. The
Superintendent is not satisfied with the re-
suits Of teaching the present course. In the
consultation held on Monday there was
some difference of opinion concerning de-
tails, but the teachers were nearly unani-
nous in condemning drawing, clay model
ing and sewing mainly on the score Of I'M
practicabi.ity.
It seems to US that there is one principle
that should always be kept in mind by man
ayers Of our public schools. The public
school system was not intended 10 be COM
plete IN Itself it was designed TO give in-
strUCti0n in branches OF study which are an
essential part Of the education of every
child IN the land. These branches have by
d kind Of common consent included reading,
writing, spelling, English grammar, arith-
metic, geography and history. During the
school period of the average child it is not
possible 10 carry pupils to a very high de-
gree If proficiency in ali these branches.
But if instruction in the elementary studies
is necessarily limited that fact furnishes an
argument why special or ornamental studies
should not be introduced. Perhaps one
Child IN fifty possesses a natural talent that
viii make an hour or two a week devoted To
drawing or to clay modelling a profitable in
yestment Of time. PrObablysthe other forty
nine do not profit by t. They do not get
instruction enough to form OF create taste
if the child does not have an instinct that
way But the hours expended on a branch
of study that is Of real benefit to
but a small minority Of a class are
nearly wasted. O,her work of more
general utility must in consequence be
neglected. The time may come when
the public schools VIII include professions.
trades and general business in their gen.
eral design. But at the bottom of this more
extended course will be the primary schools,
in which the seven essential branches will
be taught As the pupils rise above these
they viii 90 into special schools, such as
may be selected as in accordance with their
mental tendency. 1t is not necessary at the
present time to consider if it is desirable to
substitute public schools for workshops,
stores kitchens, foundres and studios as the
place in which to fit the rising generation
for the work of their lives. At present ap-
preparations fer the support Of schools do not
warrant experiments in that direction. The
scA6I@i pun pUS6 Vi Gu6 puUliC oCHUOlS Is 10
instruct children in branches all should be
proficient in. The child who leaves school
with comparatively imperfect acquaintance
with the branches Of study we have named
is likely to continue in the grade of imper-
lection in which he left The boy may be-
come great business man. the girl a good
hOusekeepeT, but IN every day Of their after
lives they viii feel the need of proficiency
in everyday branches Of study. 1t is hardly
considered consistent with responsibility
now for a young person to write a badly
spelled and grossly ungrammatical letter
Such a composition at once fixes the writer in
a comparatively low intellectual grade. And
yet how very few graduates of our grammar
schools can write letter off hand in which
Notifying errors are not apparent. We
doubt much if better course Of studies can
be adopted than one which deyotes the
seven or eight years of the average chiId's
school life to the seven essential branches of
study.