Alma record. (Alma, Mich.) 1878-1928, 1896-01-17
Popular Education.

The institutes of public school teach
ers do not receive as much attention
from the people as they deserve. These
institutes are really of more interest
and Importance than the political
meetings to which the people give pref
erence of consideration, and it is to be
regretted for many and substantial
considerations that SO much indilier-
ence exists with regard to their pro-
ceedings. 1t is trite TO say that the
education of the masses Is Indispensable
to the security and progress of our sys-
tenn of government The idea OF popu-
lar sovereignty carries with 1t the lmpli-
cation of popular intelligence aud "A
gradual increase of the aggregate sum
of useful knowledge. At least nine
tenths of the children of the country
only such obtain education as is pro-
vided by the public schools, and 1t
follows that the influence OF these
schools in all the fields of ordinary
employment surpasses that of any
other one agency. The functions
of the teachers have "A direct and
serious relation TO the common welfare
and prosperity. They are not less
worthy of support and honor, when
their work is we'll done, than the
statesmen who make our laws and the
commanders who win our battles.
Their service is of kind that affects
the very foundations of society, and
goes to the shaping of national char
acter and national destiny, not in one
respect alone. but in an inclusive and
complete sense.
1t is easy to see, therefore, that a
gathering of public school teachers has
highly important meaning, and
should not be lightly regarded. We
derive from such gatherings our best
information as to the condition and
prospects Of the cause of education III
its broad and practical significance.
Those who attend the meetings OF
these bodies, however, or read the
reports of the proceedings with sutl-
cient care to comprehend them, will
find that while the public schools are
generally believed to be operating sue
cessfully, they are not coming up to
their possibilities. 1t is an unpopular
assertion to make, but 1t IS fact,
nevertheless, that the vast amount Of
money appropriated for the education
Of the masses does not produce the
best attainable results. The teachers
themselves tacitly admit as much by
pointing out how numerous improve
ments could be made. They do not
acknowledge any fault on their own
part; and yet there is reason to believe
that some of their methods and tend
encies are decidedly hurtful. Certain
ly their theory of arbitrary classified
ton, for instance, has the effect, often,
Of suppressing az much talent as 1t
develops The pupils are forced there
by to a common level and uniform
process of mental growth, AS so many
ANIMALS are fatteDed for market.
There is constant waste of intellect
ual energy on account of this lack of
discrimination as to different degrees
and kinds of capacity, and mediocrity
accordingly becomes the rule, with no
chance for superiority to make its
due prgress and gain it's just
advantage. Other defects and draw
backs might be mentioned Sources of
complaint are numerous, and it is not
a sufficient answer to say that the
schools deserve praise for their present
measure Of effectiveness when the
opportunities to make them very much
better are persistently neglected.