The Lambertville record. [volume] (Lambertville, N.J.) 1872-1968, 1896-06-17
rno MUCH Learning


The principals of the primary and
grammar schools in New York city have
protested to the Board of Education
against the present elaborate system of
studies, asserting that "under the burden
of attempting the impossible positive in
jury is done to both pupils and teachers. "
There is no doubt that an examination of
the list of prescribed studies in the public
schools of all our cities would show
that the system is virtually the same
everywhere. The evil has been growing
for years, and although efforts have been
made 10 lessen it, no adequate improve
ment is yet visible.
The point, it will be noticed, which has
been made by the teachers in question is
not that the children are overworked, but
that they are given too many branches to
study in a limited time. II is not a very
common thing for child to devote so
much time TO its books that it Injuries it,
self it is the dissipation of energy, the
ATTEMPT 10 know little something about
everything, the fitting from one subject
to the other and giving so little time 10
| each which makes the outcome so unsalis'
factory to parents, teachers and pupils.
Nowadays educational institutions have
weakness for posing for something
other than they are. Academies and
small colleges have studies which rightly
belong to the college and are studied super.
fically. Post graduate work and lectures
which cover almost every department OF
knowledge help TO fill up the catalogue
and give II an imposing appearance, but
they really do not give the student even a
smattering Of the various subjects. All
this is bad enough, but when IL reaches to
the primary schools II ls time To cali II
halt on such dangerous craze.
The true function of the primary schools
is TO give every child a thorough ground
ing in those rudiments of knowledge, nc
auaintance with which will make him or
her an intelligent and useful citizen. 1t is
fact that the majority OF children cannot
obtain more than common school train
ing. The fierce struggle for existence
and many other Of the conditions OF mol
ern life prevent them from enlarging their
sphere OF knowledge, and when they do
start out to learn they should be taught
thoroughly II they learn to read, write
and spell, il they gain practical know
ledge OF arithmetic and an intelligent
unutIblhHuiuB vi BCpBt"phJ thSJ WIN p'A''
out in life well equipped, and the very
knowledge which they have gained will
lead to desire on their part to further
explore the field OF learning.
few branches thoroughly mastered
are better foundation for the work of
later life than smattering OF many, aud
it does not avail to his benefit il II boy
knows little astronomy, Bit of chemis
try. something about botany, physiology,
musical science and n hundred other
things all jumbled together, if he is I'M
certain in his spelling, doubtful as To his
grammar and incorrect in his arithmetic.
II has been found that even come boys in
colleges, who are deep in Greek and
psychology, cannot write correct Eng
lish sentence or solve simple arithmetical
problem. And IL this is n condition OF
things TO be regretted, much more is it
when il invades our common schools. Let
us teach children 10 think instead OF train
ing them TO acquire facts; STOP slnliing
them with nm indefinite number Of things
and see that they do II few really needful
things well and thoroughly.