Bismarck weekly tribune. [volume] (Bismarck, Dakota [N.D.]) 1884-1943, 1892-07-29

Measures may be sound and we'll chosen
and we'll adapted to ends; but they may
require more time than the short period
of two years in order to test and de-
velop them. Many Of these will require
more than double this time. It is but
fair and just, therefore, that sufficient
time be allowed for testing them; and
toning down the natural asperities of a
new system.
2. The Benefits of Acquired Erper1-
ence. Forty years Of constant study
and practice in educational work ought
to count for ysomething in determining
this question. And then the actual
acquaintance with the work in this
state, with its schools and it's teachers,
with the obstacles as they presented
themselves, would be an actual saying
Of at least one-fourth the labor and
time of a new incumbent, or Of prellmi-
nary work.
3. The Nature and Difficulty of Some
of This Work Should Be Considered.
The new Course of Study may serve as
Il example. This course has been pre-
pared with great care and some expense.
It proposes many radical changes and
improvements long needed, both in
school organization and in methods Of
teaching. This course is not yet fully
established; but it is quietly winning it's
way to popular favor. It is working a
much needed reform. But it requires
the tests of time, patience and trained
teachers. It is new to many of these;
and it's success requires not only trained
teachers, which our normal schools,
when thoroughly established, are des-
tined to give, but the fostering hand of
the author to give it strength. All this
promised good may be defeated either by
neglect or opposition. It must be
guarded. The same is true of other
measures of improvement, as the Insti-
tute Course, Reading :Circle, the pro-
posed improved school houses. their
proper ventilation, ETC., to say nothing
about the fostering of our recently estab-
lished normal schools and kindred meas
ures for making our schools the best in
the country.
4. The Risk and Uncertainty to
Change should be taken into considera-
ton. It is presumable, at least, that no
n a do the work as we'll as he who
plans tat least until such work is we'll
established. This is a weighty reason,
and involves many more, as the time,
labor and expense necessary to change.
Reconstruction sometimes involves revo-
luton; and revolution often means de-
struction andssdeath. Conservation Of
good is safety to society.
S. The Necessary Incompleteness of
this Work should also be taken into
consideration. No one likes to have a
job half finished. This is unfair to the
worker, and disappointment to the pub
lie. "Never criticise unfinished work" is
a maxim to the point here. No policy
should be prejudged, unless it have evil
dent indications ofiweakness and failure.
Besides, one of the surest methods of
killing a bad measure is to test it thor
oughly; while a good n may fail for
want Of such test. Hence "prove all
things, and hold fast to that which is
good" But we point with pride to the
success Of our plans, and the evident
progress made in the last two years
Much of this, of course, must be credit
ed to our excellent school system, and to
the labors of our predecessors, and to
most efficient present help. And
lastly
6. The Wishes of Teachers and
School Officers. These ought to be con-
suited in selecting persons to manage
school affairs. This is common courtesy
as we'll as good business. But it is sell
dom done. Therefore this office should
not be subject to intrigues of politicians.
One Of the greatest dangers that menace
this government arises from a reckless
disregard Of the principle of honest rep
resentation of a constituency. Both the
wishes of the people and the best inter-
ests of the country are disregarded, and
ven sacrificed to political preferences,
and to dishonest scheming. But this
Office, more than any other, should be
exempt from bargain and sale. 1t must
not be bartered for any other, or we de-
grade it to the common level of the polit-
ical partisan.
Therefore, let whoever is chosen to
manage the educational affairs of the
state stand upon the broad platform of
universal education by the state, for all
people of whatever party, creed or ma
tionality, and free from all political or
ecclesiastical interference. Universal
education is greater than party or creed.
And the man who directs it's machinery
must stand above all petty o~ontrivances
for the promotion of political, sectional
or party schemes of whatever character.
Let these suggestions be needed, and
u educational affairs are safe.
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