The San Francisco call., 1897-03-02
BURRILL'S GRAVE WORDS
The High School Language Pro-
feSsor Makes a Remarka.
be Statement.
Says Experience Has Led the Faculty
to Con1emn the Whole System
of Teaching.
OAKLAND OFFICE SAN FRANCISCO CALL, |
9OS Broadway, March l.

908 Broadway, March 1.
Professor Burrill. head of the la nguage
department of the High School, has issued
a rather sensational letter, in which he
very candidly criticizes the present ad-
ministration of school affairs. He says
that it is absurd to expect the best result
where the Superintendent of Schools is also
the business manager of the department.
In conclusion he says:
am now about to make very grave state
ment. For several years myself and colleague
in the High School have received the finished
product of the lower schools, and have tested
1t as basis for higher work: therefore We are
better qualified to judge as to It's exact value
than anybody else. Therefore, deliberately, l
pronounce the work unsatisfactory to an un-
due and serious degree.
The teaching force of Oakland believe to
be as efficient as any in the State. The condi-
tion OF the pupils when they leave the gram
mar schools proves the teaching TO be efficient
They possess an amount of knowledge satisfac-
torily large. But 1t is not the right kind of
knowledge; it is not sufficiently well ordered;
it is not sufficiently definite and firm along
fundamens sal lines.
The average pupil cannot be relied upon 10
be sound along any sing o given line OF knowl-
edge which any teacher OF experience would
grant he ought to know when he leaves the
grammar school. Furthermore, | am in
formed by some of the best teachers in the
department-though it follows as corollary
condition of affairs prevails all along the line
down the grades, This shows nothing in the
world but a lack of direction and continuity; /;
q lack of articulation from grade to grade;
dihuSeness and lack OF concentration through
out the whole system
Again, too much of the pupils time is con-
sumed in recitation, and not enough in sus-
tanned, self-reIiant, concent trated study.
Consequently the pupils are weak in ability
10 apply themselves effectively 10 any task
Independently of the teacher. This, 100, is / he
result OF diffuseness-of having SO many
things to do that the children r ally have no
clear idea of what they are expected to do.
And what is true OF the pupils cannot but be
true of the teachers also, TO u less degree and
on more elevated plane.
To mark out therefore, minimum lines of
emphasis from the intricate network of the
whole curriculum, TO give direction and con-
tinuity 10 what must otherwise be multitude
of detached forces, to Inspect and test, to set
standards. this is the work OF the superin-
tendent. No one else can do II.
In New England cities with which l have
been acquainted the superintendent is a
teacher OF teachers-an educational expert
In the Oakland schools there is no adequate,
thorough-going work; no superintendence on
clerk of the Board of Education and business
agent of the department has largely absorbed
the principal Office for which the other exists.
Now, if what have said is true, it is matter
OF vital public moment That it is true is the
intense and almost universal feeling o. the
teachers throughout the department, and they
are the people who know better than any body
else-better than the Board of Education can
know. With the knowledge, therefore, that
matters like those OF which speak are, for
many reasons, not usually open to the public,
ana with the firm conviction that the public
has right to know the Iesl condition of the
school system, have taken 1t upon myself to
speak asa high and solemn duty.