The herald., 1895-05-08

III Is also asserted tnere IS SaCTluCS ~
oral expression. Not By any means. Is
it necessary that all children should
think thought simultaneously in order
| to have training in oral expressionP Ger
tainly not. Individualism insists upon
the quiet. mdisturbed working hour;
but when rightly understood it presents
the best opportunity for clean-cut think
in, and correct expression. 1t does not
treat all subjects alike. 1t does not dis
card the class exercise, nor the recita-
ton. but all of its exercises are for a
higher purpose. Far far from the inten-
tion of true individualism is the though
that the child is to be shut up by hlmself
and denied the opportunity of contrib
uting to and receiving from the inter
change of others.
Again. TIE statement is made that indi-
vidualism will tend to unfit the person
for his higher social relations. Go to the
| kindergarten and behold how the sacred
ness of individuality is perfectly welded
to the interests of true society. SO 1T
should be through all school work and in
all after life. The highest type of society
IS dependent upon the perfect ind dlvldual
Those who have made for themselves the
most individual advancement have con-
tributed the most to the worlds upllft
and progress.
Now. what are the demands of indivld-
ualism? Nothing. but that there must be
the most perfect conservation OF each and
every child. with the most earnest econ
omy of every day of his school life. To
the teacher it brings this great living
thought: Study the child. not as type
but as an individual, and meet his wants
atthe door of personal need. As it seeks
to conserve individuality in the child, so
it leaves the details OF all work to the in
dividuallty of the teacher, giving the
most unlimited opportunity for the oper-
alton of original methods. Can all teach
ers succeed equally well IN conservatism
of SO great an interest? Certainly not,
but if only one teacher in ten or one in
hundred, or one in a thousand can
each the high ideals presented. such
success completely demonstrates the pos
sibilities Of what can be done. Wherever
once introduced in its true intent and
spirit, there can never be a complete re-
turn to the old method of limited oppor-
tunity. No arbitrary limitation will ever
rule out the individual and his rights
Even the teacher who uses the class
method, which is not prohibited, will
think more Of this or that particular boy
or girl. Individualsm thinks long
thoughts, and is content with meager
present progress. The few teachers who
may succeed will establish a standard of
ideals for others; year by year the work
will be better understood: intelligent child
study will lead to the recognitio on of per-
sonal needs. and the result will be the
scienti tic instruction. which will be moth
ing else than individual conservation.
Now let us turn to matters OF purely
local history. Plans for the better con-
servation OF the individual were placed in
operation in the Los Angeles schools on
February 1st the beginning of the second
semester. Since that time, for reasons l
do not care to discuss. the work has been
conductd under the most unfavorable cir
cumstances. Almost everything has ten
ded to make the superintendent plans
miscarry. The real intentions and pur,,
poses have been mislnterpreted; and
from causes within and without the
schools. there has been blockade. I'm
der the circumstances it is remarkable
that So much good work has been done.
The superintendent. returning from the
meeting of the national department of
superintendent was almost Immediately
deprived of the opportunity to develop
his plan. The appointment of commit
tee of investigation by a new board of ed
ucation practically removed all adjsut-
ment from the hand of the superintenj-
ent. and since that time every attempt
to direct and improve the work has been
under the most EMBARRASSING circum-
stances. Can any one, acquainted with
the field in its past and present, imagine
more unfavorable place for an attempt at
original work? Is it not plain that some-
body else besides the superintendent is re
sponsible for the incorrect impression
tnat may have been given to the public?
If this were the only administration
subjected to such 0arrassment. there
M ight be reason to consider the reflection
as personal An examination of the past
reveals the fact that blockade and es-
arrangement have now run their course
through three succes ssive administrations.
Certainly it is about time tae community
should arise to something. higher than
personal sensation. and come together for
united effort in the upbuil!ing of our ed
ucational interests.
If the board of education still insists
upon the direction of the details of the
uperintendent' work. they must be re-
sponsible for the outcome. There is but
one person who can adjust this matter in
n way that would be safe for the future
interests of the school. and that person
is the superintenent. Had he been
granted the prerogative which belongs to
Office and experience, with the conduct of
all details through his hands, there would
have been little of the present condition
of affairs. The superintendent has not
now, and never has had. any desire that
his teachers should use uniform method.
Certainly. he desires the earnest, loyal CO.
opera tion of all in the development of the
spirit OF his policy. but the machinery of
detail is very important matter.
l therefore ask that this matter, with
out Limitation and without instruction.
be placed completely where it belongs, in
the hands of the superintendent. Tangled
though the matter is, adjustment will
present no great difficulties when once
there is unrestricted and unemba rrassed
opportunity.
This is the first time l have attempted
to reply to any local misunderstanding,
and with this statement | lay the pencil
completely aside. Nothing can induce
me to enter into any wIap gle over small
matters. l have too much to do in the
department. educational to permit me to
engage in any side issues. l only desire
to add. | accepted call to this city to
peform a definite local work, and now
with reflection that extraneOus circum-
stances have passed upon me, | propose
to do that work.
To this end | invite the earnest, loyal
cooperation of the board of education;
of the teachers, who will do all the SUI
perintendent asks when the question of
responsibility is determined; of the pu-
pills, who know and appreciate good
work. of the press, indispensable in the
formation OF correct public sentiment;
and of intelligent constituency who al
ready understand this situation better
than the manipulators of local politics
think. The immediate educational pur-
poses OF this adm nstraton are four:
First-The remodeling of the course of
study and proportonate equipment of all
departments of work for economic results.
Second-The establishment of indus
trial education. While the superintend-
ent desires the most liberal cooperation
in this work, if he cannot have such as
Sistance he will accomplish the result