The Wichita daily eagle. [volume] (Wichita, Kan.) 1890-1906, 1894-06-29
OUR PUBLIC SCHOOLS,

\
We are trying TO make our educa.
tional pyramid stand on its apex. The
truth is that the best talent, the widest
knowledge, the utmost skill, are needed
in the primary school. The prime OBJ
ject of the school is TO awaken the
mind Of the child. Many pupils 60
through the primaries, through the
secondary schools, and possibly through
college, without having their minds
awakened, without having their en-
thusiasm aroused to the same eager
interest in the school studies that they
manifest in football, for instance.
Once the mind is awakened and guided
to explore the knowledge of the world,
the most difficult task of the educator
is accomplished. The pupil is inspired
with desire to know, and instructed
how to find out things for himself.
This inspiration and this guidance can
only come from teachers who have
knowledge and the skill of imparting
it in a marked degree. The unawak-
ened mind requires more external
power to arouse it than to keep it GO
ing in well-marked grooves. This is
understood in asylums for the deaf
mutes and for idiots. In those the
very ablest teachers take the begin
ners in intelligence. We shall begin
to handle this problem of education in
diligently only when we recognize
the truth that for teachers of the pri-
mary schools, down to the infant
classes, we must have men and women
of the first qualifications, of broad
knowledge and liberal culture and
character, and that we must pay them
rs high a price for their services as
we pay teachers in the secondary
schools, at least. And this will pay as
state policy. If in the most benight-
ed school district in this country the
district school were in the hands of
teacher of high quality in learning and
character no one doubts that in ten or
twenty years that community would be
entirely transformed, intellectually and
morally.
The conference on history of the Ma
tional Education association recon-
mends that it be taught for eight con-
secutive years. But history Is knowl
edge of human life. and its unfolding
really begins in the kindergarten. His
tory is a unit. No portion of it, even
the limited history OF state or county,
can be well taught by person who
has not comprehensive view of it as
q unit. No study is more fruitless than
that of history in routine textbook
of names and dates, unless it be the
-, - N, hn
The teacher of history must know his
tory, and the teacher of literature must
know literature. 1t is of course impos-
sible in eight years to i'm BART any de-
tailed knowledge of history; but the
able teacher can IN That time give a
knowledge of its sweep and unity, of
the relative significance and Importance
of certain periods, and possibly detailed
knowledge of some portions of it, say
the history of the pupils own country.
This is also true of the nature of civil
government, and especially of the gov
eminent under which the scholar
lives. Nothing, perhaps, is more
needed now in this republic
than knowledge Of its fundamental
character and laws, and IL is one of the
weaknesses of our educational system
that it fails TO give this to those who
pass through our primary schools We
might go further and say that those
who read our newspapers know that
we are not exaggerating the ignorance
In regard to our own government, or OF
other forms of government, or of funda-
mental social laws evolved IN the ex-
perienee of the race. In few highly
developed schools, both primary and
secondary, these subjects are taken up
with the most encouraging results; but
how IS it in the majority OF the district
schools of the country? And even Il
these subjects We're taken up, where
are the teachers TO teach them? This
is no attack upon the body of teachers,
most of whom are III paid even for the
service they render, and most of whom
also are working conscientiously &C.
cording TO their lights But it IS for
the public TO consider that the best
teachers are required in laying the
foundation Of education. and that 1t Is
good economy 10 pay for the best
This report raises many questions Of
vital interest. and deserves 70 be wide
IL studied. But no suggestion that u
makes is of more importance than the
one Of the inadequacy OF the teachers
for the work required In vain shall
we elaborate and perfect our system IL
that fact IS lost sight Of