The Manitowoc pilot. [volume] (Manitowoc, Wis.) 1859-1932, 1891-09-03

FEW desultory criticisms are being
offered on the high schools of the state,
which are apt to grow into something
like systematic attack. There are some
people who think that economy is the
only question relating to high schools
deserving consideration. These people
are. evidently pleased that the high
schools are not doing work COM
mensurate with the attention gwen them
in the matter of high-priced teachers
c)mmOdious buildings and extensive APP
plratus. The failure of the high schools
to attain the excellence consistent with
their cost is used as an argument for
their complete abolition ''in the interests
Of economy" A slight infusion of dema-
gogy seasons The argument to suit the
taste of those who are debarred through
lack of means from taking advantage of a
high school course. If poverty in their
case Is so marked, the suspicion may be
raised that no great wrong is done them
in maintaining high schools in the ex-
pense of which they do not share, because
lack of property gives them immunity.
The poor people who are oppressed by
the high school by which they are I'M
able to profit, are really furnished COM
mon school advantages at the expense of
those who support the high school. The
school tax is rarely burden upon poor
people, indeed it seldom presses upon
them at all
The only question to consider is
whether the high schools are doing their
work IN a satisfactory manner and if not,
what changes are necessary to increase
their efficiency. No one familiar with
the general work of the high schools Will
express entire or even partial satisfaction
with 1t. But this condition suggests
that we should labsr to remedy and not
destroy.
The high school is suffering from too
much curriculum, too much college
parody business. The system of progress
sion from the common school through
the high school up TO the University has
been productive of an increase of stu
dents numerically, but it has been de-
structive of the efficiency of the high
school while it has not added materially
to the reputation of the University. The
system which has developed the high
school graduate is an abortive attempt
to attain distinction without the matur
ing influence of time or the merit of
labor. The high school has taken the
place OF the academy but lacking the in
dependence of the latter it has failed to
reach It's thorOughness. A high school
diplomats prima facie evidence of nothing
except that it gives rise to a reasonable
doubt that the common school branches
have been dealt with specifically IN the
haste to reach the richer paturage of
the high school course.
The high schools are in the hands Of
competent men who are aided by COM
petent assistants. If the work of the
schools they have in charge would deal
with the practical features of education.
IN the broad sense of increasing the power
of the individual and strengthening his
moral forces. instead Of dealing with GER
tain subjects hedged in by the narrow
lieas of specific use, our high schools
would be as much superior to our com
mon schools in reality as they are in
seeming. No school should look to any
osher agency for the completion of its
work. To do SO will be certain to invite
superiieiality.