The morning call. [volume] (San Francisco [Calif.]) 1878-1895, 1891-09-23
WHERE THE FAULT LIES.

An old country man who has long resided
in San Francisco and has children in our
schools gives a number of reasons why the
schools do not produce better results. lie
does not quite agree with Superintendent
SWEET in regard to the general efficiency OF
the teachers. There are, lie says, so-called
teachers and principals drawing large sala-
ries who, in his opinion, are less competent
for their work and less interested in their
work than the comparatively poorly paid
teachers in the old country. He also says
that home study is made necessary by the
brief afternoon school session. Our chill
dren," he saws, ''have hardly left home
after lunch when they are back again from
school, and, consequently, afternoons are
of little benefit to them. If there happens
10 be q teachers meeting children are sent
home before o'clock" Concerning home
work our cores pondent complains that les
sons learned at home are not corrected in
way to discover errors if any are made.
"Often," he says, 81 have asked my chill
dren if the teacher was satisfied with thar
home work. and the answer would be: oh,
she did not correct it; she just threw it Into
the waste basket" Our correspondent
Justly observes that one of the principal
benefits of study is the pointing out of En-
rorS-in the revision of correct and lncor-
rect papers, If the papers are thrown into
the waste basket without review the pupil
profits little by the work. The mind Of the
child is taxed with study, and it does not
perceive that it has gained anything by an
honest attempt to master its lessons. Its
interest in its work is chilled by the indiffer-
ence shown by the teacher. There are
doubtless a great many teachers WHO do not
take the trouble TO think. They have the
educational qualifications for their duties
ana perform them after fashion.
They are not conscious of being in any
sense remiss. 1t is apparent however. that
much more study is required on the part OF
pupils to reach the same standard than was
required under the simpler methods pre-
vailing half a century ago. 1t will be ad-
mitted that the object of teaching Is to I'M
part useful knowledge. 1t is not to make
the brain the store-house of unimportant
facts, but to train it to grapple with prob
lens successfully. a young man who con-
templated making teaching an occupation
was strongly advised to change his pro1es-
sion Don't teach" said his adviser;
you'll only go to seed. Lawyers, doctors,
preachers, business men and mechanics have
to think. The school-teacher only remem-
bers." This caustic comment upon the pro
cesses of teaching is only partially true.
The schoOl-teacher has as many calls upon
her mental resources as members OF other
professions. Il is only when teaching is
the me ms to gain the end-the saiary-that
the teacher only remembers. In presenting
these criticisms upon our schools The CALL
is actuated by a desire to let the school
authorities see themselves as others see
them. We do not know that all the criti-
ciSms received are well founded, but We
know that theT are the reflections Of parents
who have children in the schools. Probably
these parents could not teach as well as the
teachers they criticize, but this does not
greatly impair the value of their criticism.
Many people can pointout faults in pic
ture who could not paint picture. or faults
in a book who could not write a book.
Much of the value Of criticism depends upon
its motive. If it is inspired by desire to
injure it may be disregarded, but if by de-
sire to benefit it should be needed.