The Scranton tribune. [volume] (Scranton, Pa.) 1891-1910, 1895-09-07
Patriotism In the Schools.

In line with the growing demand for
public schools toward the fitting Of
pupils to be good. strong and dutiful
citizens, the timely suggestion Is made
by the Altoona Tribune that there
might be n larger recourse to civic OBJ
Ject lessons in the school room. "There
might" 1t says. "be not only thorough
and systematic study of the state and
national constitutions. but likewise fire.
Quent practical Illustrations Of the
manner in which our government Is
carried on. 1t would be perfectly prac-
ticable to have the pupils initiate the
work of each department of the ma
tional, state and municipal govern
ments, thus obtaining an education in
citizenship that will bring them into
constant and sympathetic connection
with the living problems OF the day.
We would think no harm done If in
every public school in the country on
presidential election day an election
were held In precisely the same way,
and with precisely the same forms, as
are observed at the polls In state and
municipal elections the same rule
might be observed. 1t might be that
such methods would create In the
youthful mind sense of familiarity
with the duties and responsibilities Of
pt fva c n hnt
cause fuller attendance at the regu-
lar elections generation hence"
This suggestion, of course. does not
ignore the excellent work already done
in the schools upon holiday occasions
such as Washington's and Lincoln's
birthdays and Memorial Day. The
commorative exercises then conducted
are in the main fine incentives to pa
triotism. But, after all, it is a senti-
mental, parade kind of patriot
ism. which however noble and ennob-
ling has not as yet had the practical
effect to impel the educated citizen to
attend his party caucus or primary
and do, there, some of those unpoetical
and perchance often rough duties Of
American citizenship which are essen
tial to the proper upbuilding of free
government. 1t Is even possible that
the restriction of school exercises to
the purely sentimental aspects OF the
civic relationship inculcates in the
pupil a theoretical conception of pol
itics which. when once shattered by
contact with the hard verities as they
pop up at ward caucuses and polling
booths, end by prejudicing him against
political activities and fairly frighten-
ing him away from the ballot box.
There Is another circumstance con-
nected with this phase of the school
question which perhaps operates ad-
versely on the male pupil after he has
become a voter. 1t is the fact that
while in school, he receives instruction
almost entirely from women teachers,
who, though they may endeavor to ex-
pound the intricacies Of political duty,
are not permitted under our laws to
speak from personal experience, as de-
rived through the voters opportunities.
1t Is possible that the woman teacher
who never voted would not be able sat
isfactorily to instruct the male pupil
who expects to vote, in the functions of
which she Is herself deprived. At all
events, the teaching of citizenship Is
an anomalous task to set before dis
franchised womankind; and we connot
much blame the bright boy In the
school room for wondering at the in
consistency and finally conceiving q
distaste for the politicians who perpe-
tuate it.
But to the extent within their power
the schools unquestionably should
teach patriotism-not sentimental but
practical patriotism-the kind that
works and votes with rs much zeal
and devotion at it would march and
shoot II called into war. And In time.
the franchise discrimination of sex will
be removed, as 1t ought to be.
TH-'oeHdtoT IHSaus DelIeVeS tneTe lS
one sovereign remedy for the unsatis-
factory character of the United States
senate. That is to abolish the present
antiquated, clumsy. superfiuous. and
detrimental method of choosing sena-
tors by legislatures and let them be
elected by direct vote Of the people of
the state as they ought to be elected"
He also favors the election of president
and vice-president by direct vote; but
fails to specify wherein this would en-
body an improvement over the present
plan. The one explanation Of Mr.. Ing
alls' radical opinions is that he is q