The Topeka state journal. [volume] (Topeka, Kansas) 1892-1980, 1896-03-09

| 40 AOSoAJ A4AlIcEdl0 person.
And competent judges have said that
| we can do no better.
When take up the definitions the
matter becomes even more serious The
measure of ones culture is indicated be
MS vocabulary. Words are but the signs
OF ideas, and the number of words the
scholar can intelligently use is the index
to the ideas he can intelligently under
stand. Aud our dictionaries have set
ABOUT each word a bound SO clearly
drawn that even the wayfaring man need
not fail of comprehension. Yet here in
tnese gIossarles are scores again of but
half true definitions. For example that
the mistletoe is kind of plant, the blue
olrd Is kind of bird and the melon is a
juicy fruit, may be true as far
as 1t goes, but it falls short
OF giving full meaning to each word
Aud IN the same glossary find hawthorn,
parrot and peach defined in exactly the
same words as mistletoe, bluebird and
melon. Therefore the mistletoe is a haw.
thorn, bluebird is a parrot, and melon
Is peach. That our children must
learn that d deacon is church officer
and an elder is an officer in a church
does not give them Il very clear concep-
ton OF the duties of either. / go further
and meet with words and words and
words that have but semblance of cor
rect definition. 1t is but feeble at
0S NAuSA W Say LAdL a "DEOOk Is q
small brook; that "a fowl is chicken"
that "a fireman is trainman"; and that
"a handkerchief is a small square
of cloth" Examples of bad gram
NAUTICAL construction are only too plenti-
full. learn in this review that
an abbreviation is "shortened;" that an
ungrammatical phrase is mot good
grammar phrase; that whispered
word is one spoke" softly; and many
others really ZOO tedious to mention. +"
But last and worst of all there are many
definitions absolutely and entirely false
For mast is not a "kind of SAIL" a me-
chanic is not lone who works in ma
chines;" omnipotence does not mean
universal presence" etc, etc, etc..
etc., etc. Yet so these words must be
taught to our boys and girls, and COM
petent judges have said there are no
better BOOKS. o tempusI o mores!
This last is Latin and means 81 do not
believe it."
AS to the construction of sentences
can not here discuss it. For this and
everything have said l refer you to the
books and earnestly request you to inves-
tigate for yourself. l have not given my
opinion, but facts. And anyone with the
most ordinary knowledge of English
Grammar can see with but a careless
examination the obscure pronouns, the
inadequate expression of thought, the
mlserably poor sentence arrangement.
In the Fourth Reader examine the Sc
lections found on pages 10, 90, 20, 80, 43,
AZ, 66, 70, 80. 1876, 100, ETC.; again, in the
Fifth Reader, pages 254, 2U9, 179, 1913,
etc
Slang terms and coarse phrases have
no small place in these volumes. Such
expressions as ''You git" "a man with
very large boots and no corns.' Drink
her down." Don't let anything get you
ratified" and "I'm spooning on Joseph"
are some of the things our children are
Studying in these readers today.
It is truly pitiful that without perfect
wealth of pure, beautiful and correct Eng
lish composition our boys and girls must
study this vlllainOus construction. Pitt
full that amid streams of crystal waters
they must drink at the mud puddle
because, forsooth, the puddle lies here
while the streams come from the noun
tains and go to the sea.
There are in this city 1000 pupils in
the Fourth and Fifth reader grades,
in age from 10 to II years
Some of these come from homes unable
to supplement school education with
much home reading.
Ninety per cent of this number leave
school before reaching the ninth year of
the course and get little or no further
scholastic training. The age of these
pupils is an important thing to consider
1t is the period of inquiry with them.
The faith of early childhood is slipping
away and the reason of manhood and
womanhood has not yet established it.
self. The intellectual and moral natures
are now most suscs ptible. 1t is the age
when the errors of early training are
most readily overcome or the good foun-
dation of primary education most easily
undermined. The parents of this city
have no reason to feel ashamed of their
children. In cleanliness and iptelli-
gence and goodness they age above,
rather than below. the average. It is
the divine right of these young people to
public schools can give them, and in all
seriousness We may we'll ask ourselves
'What shall the harvest be?"
Is it a small and trifiing thing that
your child must study a poorly illustrated
book? If the pictures have no influence
why use them at all? If they have any
power. why not have at least passable
prints? These pictures may not mean
much to you and me. We may, per-
chance, have artistic homes. But they
do abundantly supply craving in many
hungry souls. Fewer cuts from cigar
cite papers would be pinned inside the
bows school books if the pictures there
were more pleasing.
What shall be the result of studying
the many, many incorrectly pronounced
and defined words? Shall we have &C
curate, competent, truth-loving citizens?
Or careless, slovenly, ill-trained men and
women who draw few sharp lines be-
ween truth and falsehood? Our schools
are to educate, to develop, to strengthen
society in it's moral and intellectual Gull
ture. Can slang and incorrect grammar
and false definitions and inaccurate pro-
nounciations, and shabby pictures &C
com plish desired results?
In conclusion here it is a matter of real
sorrow to me and to hundreds of more in
tellectual, influential citizens than myself,
it is, l say, matter of real sorrow that u
text book. a thing not merely to be
tasted or swallowed, but to be chewed