The Topeka state journal. [volume] (Topeka, Kansas) 1892-1980, 1897-08-06
CHILDREN AND EDUCATION
Views of Governor Leedy, VIM. J. Bry-
an and Bishop Vincent.


Views of Governor Leedy, VIM. J. Bry-
an and Bishop Vincent.
The Chicago Record recently address
ed to a number of prominent men the
following question:
What in your opinion, are the most
important subjects to be taught in
American public schools?"
E. c. Little replying for Governor
Leedy wrote as follows:
Governor John W. Leedy requests me
to say:
1 believe it was the Persians who
taught the children to draw bow, to
ride a horse and to speak the truth
The governor believes that the third
course in the old Persian curriculum
should be the first in ours and our
children should be taught to be honest
above all things. The public press, es-
pecially the great metropolitan press,
has set such an awful example of alb
Solute Indifference to the truth that the
pedagogue should make a special effort
to develop in the youthful mind a pro-
found contempt for the liar and the
thief.
Again, the governor thinks that
American children should be taught
patriotism. At present Americas citi-
zenS are the only ones who are never
safe from the insults and attacks from
foreign governments and foreign peo-
pies except within their own borders.
Our government for some time has been
so neglectful of the interests of Amer1-
cans abroad-indeed, so prejudiced
against the Americans abroad-that it
is considered perfectly safe for every
government from the repubnc OF
France to the little pantaleted confed-
eracies of South America, to insult,
imprisOn or slay with impunlty any cit
iZen of this great republic. In this day,
too, when our great government seems
to be administered for the benefit of
corporations, trusts, mOnOpOI1eS and
multi-millionaires the average man is
apt to grow impatient and to wonder
what he owes to such an adm1niStra-
ton. For these two reasons it becomes
essential that the schOolmaster should
instill and enforce the lesson of patr1-
OtiSm, that when the boy springs to
manhood he may love and respect the
stars and stripes, however little they
should be respected in other countries
and however small the immediate cause
he shall have for loving them, as it
seems to him, in order that this great
republic may achieve the ideal had in
mind by Washington and Jefferson.
The governor is of the opinion that
our youth should be taught to be cour-
ageous, so that they shall be ready to
fight for their rights when they are
should be taught to be courteous, that
they may commend themselves to the
confidence and esteem of their elders
and to the society of their friends.
The governors theory is that if the
schools of this country can graduate
young men and young women who are
teouS the money expended upon them
will be a good investment, and if they
do not accomplish as much as that we
might as well pour the money into
rathOle.
He thinks that children should be
taught to read and write and spell; in
deed, many young people are improved
by being encouraged to explore all the
territory that lies between the multi
plication tables and integral and diff
ferential calculus, between the alpha
hot Co T.if 10 hi in a
this is that instructors forget that
these things are the means and not the
end. The governor is not a pedagOgue
and has no curriculum to offer That
is the duty of the schoSlmaster. Let
Pestalozzi and William t. Harris pre-
pare the course of study. If the result
is honest, patriotic, brave and courte-
Gus young men and women the teach
ers have selected the proper subjects.
/ to be taught in American schools" If
that result is not achieved, the course
of study is a failure.
WILLIAM J. BRYAN.
Mr. Bryan replies follows:
In reply to your question: What in
your opinion are the most important
subjects to be taught in the American
public schools?" would say that the
first and most essential are reading,
writing and arithmetic. Reading and
writing are easily acquired; the third
| demands more time and has in it, I
| think, more of mental discipline. L be-
lieve that the study of mathematics is
| exceedingly useful in training the mind
| to think accurately and to reason logi
| cally. Upon these three fundamental
| studies should be engrafted grammar,
history, the sciences and the languages,
| the sciences being of more practical i'm
| portance, think, than the languages.
The extent to which the public school
| course can be carried depends largely
! upon conditions. In the cities a high
| school is very properly added to the
| graded schools and the state university
concludes the course of public inStruc-
| ton. 1t would, in my judgment, be an
| advantage if the schools of a county
| could join in the support of a high
| school at some central place, SO that
| those who attend country schools could
| enjoys the stimulus which a city high
| school gives to those who attend the
| among country schools is necessary to
| secure this.
| BISHOP VINCENT.
| Bishop John H. Vincent answered in
| the following language:
| l. The power for good or evil of home
life.
| 2. The ethical elements required in
| true home life
| g. The dignity and manifold bearings
| of the Acknowledgements, scientific, eco
| nomical.
| 4. The Importance of an interest in
| good reading on the part of busy moth
| ers and fathers and of kitchen help.
| 5. The true cooperation beween home
| and school.
g. The habit of observing phenomena
| with carefulness and reporting them
| with accuracy as to substance and
| language.
Z. The constant use of everyday home
life and opportunity in promoting thor