The gold leaf., 1898-03-31

Says prominent ana progressive
Teacher-Recommended by the
State Superintendent of Mississippi
For Teaching History In the Pnblit
Schools-Brlghter and Apter Schol.
ars are Those Who Read the News.
papers-This Is the Testimony OF
Those In a Position to Know.
Chas. l.. Coon, Superintendent OF
City Schools, Charlotte, writes as
follows in the North Carolina Educa
tioadi Journdl:
The State Superintendent of Mis-
sissippi. in his last report to the Leg
islature of his State urges that the
newspapers be used for the teaching
of history in the public schools.
No one denies that the newspaper
is the history of to-day. 1t is pre-
posterous then to talk about interest
ing children in history one hundred
or two thousand years old. if YOU can
not interest them in the acting, liv-
ing present. If you cannot keep Il
boy alive on water taken from the
babbling, running, clear stream OF
the present you may despair of keep
ing him even moderately healthy on
the stagnant pools of the dead past.
1t is simply absurd for boy or girl
to study ancient history or United
States history, and rank high in his
classes, perhaps, who does not know
what is meant by the Dingley tariff,
Cuban belligerency, and the thousand
things that are engaging the atten-
ton of all thoughtful people. Talk
about creating an interest in intelli-
gent citizenship in the public schools
where the daily events of the COM
munity are not discussed under in
telligent guidance. You may as we'll
save the time you devote to civil
government and history. if you do
not do the only thing that will make
these subjects live.
Is it more important to know the
names of the Revolutionary generals
than to know the names of the
aldermen, or the State otficers9 II
could teach only one or the other
would certainly v teach them the
names of the county officers and their
duties. Is it more important to know
about taxation without represen-
tation than to know the present tax
rate in county, State and town? Is
it more important to know of the
Trent Affair." than to know of the
condition of affairs in Cuba? The
answer to all such questions is plain.
Let me give some personal expert
ences Just here. / have known high
school pupils who could tell you the
names of the founders of the seven
ancient monarchies, who were inno-
cent of knowledge of the names and
duties of the school committee in
charge of their own school. | have
seen grown boys and girls who could
talk to you about the Greek gods. but
who could not tell you who their con
gressman was or what congressional
district they had the pleasure of liv-
ing in.
Now this thingis not to be found
in the backwoods districts alone, but
in the towns and cities of the State
Is there reason or sense in the per
petuation Of this thing? There is
none unless teachers wish deliberate
ly to hinder children from becomin Q
intelligent citizens. If we cannot do
more, we can talk to the children
about the events of the week. We
can tell them about the duties of the
school officers, how elections are held,
what the issues of the campaign are.
what the county government costs,
what the State government costs,
what the schools cost and the like.
Naturally some inquisitivc boy OF
girl will ask where they can find such
things. The teacher can direct them
to some good newspaper, to their
borhood for additional knowledge.
In this way the teacher can get schooI
affairs and a thousand other burning
living questions discussed in every
home in the district. Why not do it
AS you value the future of your chill
dren, as you value the welfare of the
State in these days of popular un
rest YOU should do this solemn dut.
you owe society as a public servant
of that society.
And this is not all. You will b'
teaching the children new words. new
ideas, new modes of expression, anc
the faculty Of discussing events in
telligently. BY giving them a knowl
edge Of the present you give them ;
knowledge of the past, for there i:
no event OF to-day that is not linked
to the past in some way. And the in
telligent teacher knows well erougl
that all this would make his schoo
a real school. place where learning
and thinking and seeing. and doinI
all 90 hand in hand to the end tina
children are taught something tha
will do them more good than all tn
dead meaningless desolation and DIR,
bones on which we sometimes fec
the future voter and citizen.
| give below the outline Of toPi
that l have recently discussed il
school:
CUBAN BELLIGERENCY.
The meaning OF the term ''beiile
erency.'
The cause OF the present war il
Cuba.
The policy of the autonomi-r. th'
anti-autonOmists.
Reasons for the recall OF Genera
Weyler.
The political parties and leaders il
Spain.
Leaders the Insurgents.
The geography Of Cuba.
The probable result Of the war.
Our interests in Cuba.
Prominent Americans who favo
Cuban belligerency; those who op
pose, and grounds for the opinions
OF each.
write earnestly about this mat
ter, for / feel that We are not doin,