The Mankato free press. [volume] (Mankato, Blue Earth County, Minn.) 1879-1924, 1896-04-03
OUR SCHOOL SYSTEM.
What it is and What 1t Ought
to Be.
Prof. Searles Gives His Idea of 1t in a
Paper Before the S. S. Club.


number were present at the meeting
of the Social Science club. A COM
mittee consisting of DR.. j. w. An
Y drews and H. L. Schmitt was appoint
ed to make arrangements for ban
4 Duet at the close of the club year.
The paper was read by Prof. o. M.
/ Searles, on "The Common School Sys-
TENTS Limit and Extent, and was
an exceptionally fine one in every re-
i pect. Space and time forbid it's re-
/ production in full, and any synopsis
would hardly do it justice, but follow
ing are few of the leading thoughts
/ expressed.
The public school system, he said,
had it's origin in clear perception by
] the fathers of the republic of the
necessity of widely diffused educa-
tion to the very existence of a free
state. A republic can not long en-
| dure unless all it's citizens are educat-
ed. He then quoted from Horace
Mann concerning the basis upon
, which education rests and showing it
the duty resting upon one generation
to educate the next. 1t is universal
ly accepted proposition that the per-
manence of a representative govern
ment demands an eduction coeXten-
sive with it's sovereignty and that I'M
iverSal suffrage is meaningless II
r. nHn
In our republic the state has separat-
ed itself wholly from the church and
can in no way depend upon it for any
of those products which are necessary
for its existence. The churches may
turn themselves into fashionable
clubs and prove recreant to the holy
trusts cOnfided within them, but the
state cannot interfere. So it is only
to those institutions alone which the
state creates and controls that it can
look for the type which will perpetu-
ate it and make it's elevation possible.
The theory is that the states need in
the qualification of it's citizens is in
telligence, and it is upon this princi-
pie that the program of the common
school is carried out, and most atten-
tion has been given to informing and
disciplining studies. The purpose
has been to make the mind acute,
logical and strong in it's faculties.
Mental discipline, not moral robust
ness has been the end, and as re-
suit knowledge has been sacrificed
that the powers Of the mind might be
developed. We have educated men to
be sharp, shrewd, cunning, prudent
and economical, but have not awaken
ed in their souls a single moral virtue
or ethical principle. If studies which
lead to this are carried beyond their
function of means and made and end,
their students will perforce become
intelligent acrobats. The deep COM
mon sense of our people, not their
formal education has saved them
from the speculative Journalism of the
middle ages. Arithmetic, reading,
writing, spelling and technical gram
mer have monopolized large part of
the school program. General princi-
piles of these form studies only should
be taught and deeper delving into
them left to the high school, if taught
at all. 1.-THE common school program
as determined by this theory of citi-
zenship has produced marked effect
orr oiuiliuatinn Mon ic hu
nature both selfish and social
Strengthen his intellectual power and
keenness only and you have rendered
him more capable of realizing his sell
fish nature and you have dried up his
social feelings. The intelligent work
man as a type in society is a more
dangerous element than an ignorant
one, if to that intelligence there is
not added moral character" He
did not think the school was alone
creating such conditions; that there
were other forces also at work for the
same end, and that the school had
been enlisted to help foster an intense
and abnormal individualism.
Experience and investigation have
led educators into wider view with
respect to the purposes which they
should have in mind and toward
which they should direct their ener-
gies. The present unrest in pedagog
ical circles attests to general feel
ing of the unsoundness of the tradi-
tiOnal ideas and methods, and they
have been casting about for a new
anchorage and deep waters The ulti-
mate good of society is the one stand
ard by which all educational aims
and methods should be regulated, and
the child should be brought to see and
feel the true relation to the society
of which he forms part. The aim of
education is therefore largely moral
one. The end of national existence
is not to exhibit to the world the
npctaclp of tho most parfact M q n limo