The morning call. [volume] (San Francisco [Calif.]) 1878-1895, 1891-10-11
SCHOOL METHODS.

In Saturdays CALL two columns were de-
voted to a review of methods of teaching as
described by reporter especially detailed
to make personal examination Of several
of our principal schools, including all grades
from the receiving class TO the finishing
grammar grade. The article Is well worth
careful consideration. It's not published in
a spirit OF hostility TO our school system
The purpose is to point out minor faults
When these faults are corrected the system
will be stronger and more popular than ever.
The present condition of our schools indi-
Gates imperfect methods. These are partly
the result of well-meaning ignorance and
partly of design. The methods that have so
obscured law that the pr0fuundest lawyers
cannot predict with any degree Of confidence
a court decision have been introduced into
our schools. More study is required to mas
ter the approaches to the kernel of knowl-
edge than to digest the kernel itself. There
is too much professional vanity in the
methods Of teaching. That which should
be simple is made obscure. The plain and
comparatively easy path to knowledge has
been blocked up ana circuitous by paths to
the temple devised. Pride in profession
or in an occupation of any kind is commend
able. but the vanity which magniies nom
essentials with a purpose to make that which
is simple seem abstruse is a common form
of foolishness. More people see through il
than are deceived by it. While neither of
the three learned professions is free
from this vice, two of them prac-
tice it at their own expense. But the
public school authorities practice it at
the expense of the people. They have at
tached so much rubbish to the methods of
imparting knowledge that a considerable
percentage of our taxpayers who support
public schools prefer to pay for private tut
ton for their children than to submit to
the public school course and practice of
study. The impression prevails among
professional educators that change is pro-
gression. The old New England school
produced better results in three months in
a year than are now produced in year-round
schools. Yet we have been progressing
ever since. We have constructed so many
little fortresses around the main citadel
that the average army If pupils only get
glimpse Of the real object of their march.
We under stand very well that the modern
educator will reply that the graduate from
the grammar school of the present day pos
sesses some acquaintance with branches of
study the public school of the first half OF
the present century did no. teach at all.
He will compare our finely graded schools
with the conglomeraIion of Juveniles which
the Old-time teacher had to instruct. But
when we come to essentials the advantage of
comparison is on the other side. The pu-
pills are taught more things now that they
need not know and are less well taught in
the things every child ought to know. In
the San Francisco School Department at
and intelligent men who perceive clearly the
causes that prevent our schools from keep
ing pace in respect to attendapce with the
growth of the city. We trust their terms
of service will not expire without substan-
tial results.