The record-union. [volume] (Sacramento, Calif.) 1891-1903, 1895-11-30
OVERLOOKING THE SCHOOLS.

There is complaint, and it is by no
means exceptional, that the pupils in
the common schools-at least in this
city-are so charged with study duties
that the mere recitation of their tasks
absorbs the school hours to the exclu-
sion of sufficient time for study in school
rooms. 1t is further said, and it is not
q mere fugitive charge, that tasks in
the form of lessons are given pupils
which in a majority Of cases compel
them to appeal to their friends in the
home for assistance and explanation
that ought to be given in the school
room and by the teachers.
It is a common charge, for instance,
that in the matter of defamation boys
are driven to seek outside assistance,
and are expected to come to the school
exercises prepared as to method, and
must take their rating accordingly. It
is further charged that in many difficult
lessons unless the pupil receives assist
ance art home he or she will fail to re-
ceive credit.
These complaints are made to US by
very many citizens. We are at this
time neither affirming nor denying the
accuracy of the charges But they at
least demand inquiry as to the grounds
for them. We cannot disbelieve the par
ents who communicate them to US, nor
are we willing to permit of any incon-
siderate assault upon a school system
for which we have such jealous regard.
The sum and substance Of it all is this.
that parents do complain and very bit
terly, not that some study is required at
home, since always that has been nee
essary, but that too much study is
required of pupils at their homes, and
that in very many cases, if not a major
tty, instruction that pupils should re
ceive in the schoolroom has to be sought
and obtained upon the outside.
Assuming that these complaints have
some reason in them, the question arises
are the teachers negligent of duty or
are the schools overloaded with work
The latter is by very many given as the
true reason.
In the face of this complaint, and it
is growing one, TO which our atten-
ton has been frequently called, we no
tice that it is now sought to introduce
the systematic study Of music into the
schools and to adopt charts and text
books for that purpose. As to the value
Of musical knowledge there can be no
question. To be able to read music and
interpret the scale is more than an ac-
complishment; it is refining and human
tzing. Music being one of the forms of
human expression, it is beneficial to
children to be able TO understand its
characters and symbols and readily
read them. But If music teaching by a
progressive system through eight
grades is to be an addition to the cur
riculum, then we submit that this will
be adding another pound to burdens
now claimed to be too weighty
If music is to still more absorb school
hours in recitation and still more mar
row the time for essential study in the
echoolroom, then we submit that it
must stand aside or else something else
must be displaced. But if it is to add
nothing to present study and is to take
the time now given to teaching children
10 sing by rote or ear, as the express
sion is. then the proposition now before
c,,r Board of Education. and to be re-
ported upon by a committee on We'd
nesday night. assumes a different
phase. Teaching music by rote is of very
little value. Passing out of the school
age the pupil who learns songs as the
parrot learns speech finds he has re-
ceiyed no lasting benefit. But If the
child can be taught in the schoolroom
how TO read music, then he or she has
received something that VIII be OF