Semi-weekly independent. (Plymouth, Marshall County, Ind.) 1895-1897, 1896-03-28
FDTCA'TiONALCOLUM
NOTES ABOUT SCHOOLS AND
THEIR MANAGEMENT
Demand of To-day Is a Thorough EX
cision of All Matter that Prevents
a Thorough Study OF the Common
BranChes-Advice to Teachers.
Fewer Subjects.

ought to do. Ten years ago che COM
mon branches were so strongly de-
nounced by prominent educators that
only persons of exceptional courage
dared advocate their thorough study.
To-day we are repenting. We see that
the mob of subjects required in our
curricula is all wronS-that simplifca-
tion, condensation ana concentration
are the watchwords OF the hour.
But is it not a fact that, while we are
crying out against this multitude of
subjects, we still continue to teach
them? How many of us have material
~ remodelcd our programs and courses
in conformity with the idea of Simpli-
fication: We are crying Wolf. WOLF
but we are doing nothing TO drive him
away. We are excessively afraid of
the adverse criticism of specialists,
who all demand Il leading place for
their respective subjects. We fear too
much TO change from the loaded course
of our predecessors because, perchance
some one may accuse us retrogression
Let US forever OStraciZe the idea that
progression in education means CON
tinual increase in the number OF
studies. Progression in teaching means
q continual Improvement in the adapta-
ion of the subjects and methods TO
he development of the whole move
ment. The nature of the mind, care
July studied, will show the harmful
character of crowded schedules; yet
we fear to unload because of the APP
pearance of retrovcrSiOn. The sooner
we east out some of the studies now
In our curricula, the better for our
minds and manliness, and the better
for the education of our pupils. Many
teachers pay too little attention TO
reading in the higher grades. They
claim that they have no tinc-tliat
Natural History, Physics, and other
subjects consume the minutes SO rap
idly that reading must be dropped.
Why not allow reading to displace the
sciences in the seventh and eighth
grades, and perhaps in the ninth: The
ordinary fifth and sixth readers con
tain gems of literature that, if prop-r
ly taught. will exercise more influence
over the child's soul that all the sciences
combined
But these reading lessons must be
thoroughly taught. Two or three par
agraphs are often more than enough
for a half hours reading lesson in the
fifth reader. Ruskin sees Il beautiful
and significant idea in the expression
Man of letters" \ literary man
studies productions so closely that he
may be said to ScrutiniZc every letter,
and is therefore called a man of let
tiers instead of man of words. So
in our higher reading. Close and thor
ough study of Il masterpiece, word by
word and sentence by sentence will
bear rich fruition.
What can we say of our spelling:
Does the eighth grade pupil of today
spell as accurately as did the eighth
grade pupil ten years ago? We fear
not. Pronounce fifty words of every
day use to our eighth grade pupil of to-
day, and in most schools he will make
sad exhibition. Throw away the
spelling book" said the reformers ten
years ago; and in many schools spell
ing WAS expelled in disgrace. The re-
suits are woful. Throw away the
spelling book il you will; but for pro
priety's sake drill your pupils on the
words of common usage, that they may
write n decent letter. The days of
teaching children foreign words. or En-
glish words that they may never use.
are gone: but to-day let us resolve to
make our children perfect in the spell
ing of everyday English.
What can we say of our eighth or
ninth or twelfth grade penmanship?
Is it better than it was ten years aGo?
Do our pupils present neater work. on
paper or on blackboard: In the ma
jority of eases, we fear that the answer
must be in the negative. Is good pen
manship desirable? Certainly. 1t is
an insult to Il man to write him one
minute letter in such illegible hand
writing that il takes ten minutes to
dcciphcr it. How many druggists make
errors in filling prescriptions because
the doctor writes his prescriptions in
careless way?
If the importance or good reading.
good spelling. good writing. good Ian
qua re, and good arithmetic be acknowl-
edged. and if we feel that we are not
treating these Subjects as fully as we
ought. we must change our schedules.
We must find time somewhere: and
the only way TO do this is 10 east out
some of our science work. some of our
higher mathematics, and first of all
lay Il firm founGa ton in the common
branches. Then our pupils will be
ready for the more advanced work if
they continue in school; and those who
leave school will have Il handwriting.
an photography and an understanding
of their reading that will commend it
self to our business men, and may re-
suit in position and fortune. Reading
and arithmetic can arouse deep and
consecutive thinking. Reading can call
TO its aid many of the natural sciences.
/ and can train through them the senses:
! but reading must not be displaced by
what should be its assistants.