, 1891-09-03
WASTE IN EDUCATION.
Some Practical Views on Educa.
ton Ably Presented.
The Evils of the Present System
Pointed Out.
Fewer Studies and Greater Thor
Oughness is Demanded.

The exercises at the Presbyterian church
last evening arranged by the county su-
perintendent of schools were very interest
ing. A tair sized audience was present.
not 50 large, however, as the excellence Of
the entertainment warranted.
A vocal chorus by Misses Vreeland.
Richards and Morgan, with Prof. Pas
more as accompanist, opened the exer-
cises. This was followed by a lecture by
Hon. II. V. s. Groesbeck, chief justice of
Wyoming. upon the topic, Waste IN
Education of which the following is a
brief synopsis:
There is waste in all things even in ma
ture, and we see many things which are
apparently useless. Economy is an evil
dence OF civilization and waste is a relic Of
barbarism. Still we live in extravaganza
times. We do not practice economy as
travagant in matters of government. Our
civil list is constantly growing. We pay
as much for pensions as would support a
standing army. The example of France
shows that economy is wealth. With an
immense war indemnity to pay after her
war with Germany, with her own enor-
nous expenses of the war to provide for,
France recuperatedlin a marvellous by short
time because of the economy of her
people.
Is there waste in educatIon2 The
schools OF our country cost about one
quarter of all the public expenditures.
Yet this tax is generously and freely paid
by the people because they want their
children educated. But they demand eff
fciency of services. Do they get it? Our
teachers and school managers dislike
criticism. School government is an abso-
lutte monarchy and teachers expect the
world to look up to them as do their pu-
pills. They want to be inlallible This,
said the speaker, was his own experience.
He had spent many years as a teacher
and knew of what be spoke.
One item of waste is expensive school
buildings. 1t is argued that fine build
ings educate the public to admire the
beautiful and help the town. In Germany
and Switzerland they have plain buildings
but good teachers and apparatus and the
best schools in the world. One OF these
days we will learn that we are extraya-
CANT in building and will get more for
our money if we invest it in good teach
ers. There is waste in school management.
Educators forget sometimes hat there is
an object to be gained. The average age
when pupils leave school is 10. In the
seven short years they have spent at
school they must be fitted for
citizenship. Do we accomplish this?
The tendency of our present system
seems to be to teach them everything
chemistry, physiology, physical culture.
languages, astronomy and other abstruse
matters. This is wrong. The basis of
knowledge should be taught, and that is
reading. This should be the prime OBJ
ject for at least the first four years of
school. Let geography, arithmetic and
such things alone until reading is mas
tered. Teach one thing well and thor
ough. Fritterisg away time by skipping
around and dipping into this study and
that, is one of the wastes in education.
This is not the way in the world. There
the successful are the specialists; the fail
ures are the Jacks of-all-trades, who
know a little of all things and much of
nothing.
When you teach reading you teach
writing, grammar and punctuation.
Pupils should be taught to read from the
platform and with expression. 1t in
spires them with confidence and trains
them to be public speakers.
Waste in text books Is found in the
Chinese puzzle of impractical problems
found In the arithmetics. 1t is a waste in
education to compel 9 or 10 year. old pu-
pills to work out such complex questions.
There is waste in constantly drilling
facts into the minds Of pupils. 1t Is as
foolish to require a pupil to remember the
latitude and longitude of San Francisco
as to ask a lawyer to remember every rule
and exception in law. Teach them how to
find outthese things, how to think and how
to!stuuy' ulVe puplls a practical Degln-
ming so that when they go out into the
world they can think for themselves and
not be helpless and dependent upon some
text book.
Drawing should be taught. 1t IS a re-
Taxation and goes with writing. 1t is prac-
teal and is an aid in scnool work, for
when you give the hand something to do
you keep the mind employed.
Languages should be taught, but it
might he well to remember that there Is
a nation which has forced all others to
learn ITS language. The French would
not learn other languages and made their
tongue the diplomatic speech of Europe.
Suppose the English speaking races should
adopt this policy, Engslish would soon he
the language of the world.
Night schools should be established.
! Hundreds of young men, compelled to