St. Paul daily globe. [volume] (Saint Paul, Minn.) 1884-1896, 1895-01-20

The public school seems matter of
course to an American. yet is the prod
uct OF few generations. Its nucleus
has existed for centuries and In many
lands, but even in the days Of our grand
fathers the private school was the rule
in many localities, the public school the
exception. Like all social growths. the
public, school began with most simple
pretensioHs. 1t was presumed to edu-
| cate the mind alone, and in the rud-
ments of knowledge. Physical culture
was then ignored, while the instruction
! of manners and OF morals was left to
| the parents and the church. But every
year the public school enlarged its
| scope. More advanced studies were in-
trodueed, more efficient teachers en-
gagged. 8
Seeing that the teacher gave so much
instruction. the parents were quite.
| willing that he should give more; for It
| is one of the delightful ways OF man
| and woman-to always crafty whoever
likes responsibility. Thus the child has
come to look upon ''teacher'' as the
| source Of all knowledge-frOm the prod
ucts of Paraguay to the ethics of Wrest-
| ling.
On the other hand. it is certain that
| in many cases the teacher is better
| qualified than the parent as an instruct
| or OF either manners or morality. This
must necessarily be so if all classes Of
| citizens are not as enlightened as the
school teacher.
The ordinary school still clings, how
ever, to its traditional range, and adj
| ministers to the mind alone. The par
entS too often remain, nevertheless. un-
| willing or unable to complete the child's
| deficient education. There is more than
one school boy in this city that considers
| abruptness, selfishnesS and impudence
a demonstration OF manlineSs. There
are even school girls vino believe that
modeSty, gentleneSS and consideration
for others would seriously impair the
| glorious independence of the fin de
steele maiden. While the statements of
| the foreign critic usually brings his
own stupidity into greater prominence
| than any of our faults. he is not without
reason i'll disappearing the American
child. This undeniable defect is but
superficial. Our essential national char
acter is courteous and considerable. We
cannot, perhaps. compete in that re.
spect with the Japanese; but the amiahle
conduct, for instance, Of crowd Ill our
large cities has often been the subject
of wondering compliment from obsery-
ant Europeans.
In the domain of morals it is not to be
| ignored that condition of dishonesty
such as recently appeared among the
highest officials of neighboring state
would cause more painful surprise in
almost any other country. Nor is con-
| jugal felicity universal either east or
west of Chicago. Yet, sprung from a
stock remarkable 1000 years ago for
its stern and simple virtues, this nation
is not naturally depraved.
Could education improve these con !.
dliOns? A uggeStion, however. that
the common school extend its scope is
always met with the fine sarcasm of the
reactionaries. Shall the child Of SenSi-
| bic parents. they claim, become Ward
| McAllster? Must the board of educa-
ton revise the Decalogue? Y ct child
may be courteous without being versed
in the etiquette of the visiting card; and
the incubation OF the elements of uni
versal morality at the day school can
only reinforce the wider, holier dictates
of the Sunday school.
Private schools, differing from public
schools, must possess their points of
excellence and inferi0ritY. A COMPARE
son of the methods of our local schools
should indicate the necessity or posi-
bility of the suggested amendments to
our usual school plan. and the follow
ing opinions of several prominent St.
Paul educators, differing in method.
certainly develop spirit of co-opera-
ton towards the desired ends that is
replete with int iligence and happy
| promise.