The sun., 1898-02-14
THE ooMMon soHoors.
a Practical Han's Hdcas About Thoir Place
In POPULAR Educatton.

1 n EFncthcnl MAnNn INenn ABOUT IhoiF EInCe
| in Popular Educatten.
To TIRE EDITOR OF THE suN-Sir: Kindly
permit an Old Fellow to say somo things on pop
| ular education, inspired somewhat by recent
comments In the daily journals upon tho curric-
ulum Of the public schools in New York and
Brooklyn. Common judgment founded on can
did and full discussion. and fairly expressed, Is
generally tho wiser Judgment.
Nearly forty years ago tho writer was pre-
| pared in humble district school for his sub
sequent collegiate training. During the sessions
Of that school ho helped to polish tho sawn side
Of pine slab which. supported on four spindle
legs. formed his seat. Ho "cut" the first year
in college and graduated acceptably. From his
district school days until now he has been n
student; striving daily to gain from the abun.
dant sources Of knowledge such as may best
serve his immediate needs Since engaged In
professional practice. he has had to direct largo
numbers of graduates, subject to his orders, un-
der conditions fully testing tho practical value
OF their preliminary training. He Is therefore.
in general sense, an expert; perhaps an i'm.
perfect ono. but experienced relating to tho pur.
pose. curriculum. and efficiency of so-called
popular education"
Tho faithful teacher. constrained by sense Of
duty not less than that of the faithful priest,
having done few things we'll. is dcsirous to do
e&'oao ehN Aiohy 1hihkb oquohy Noh. tlo oLtCh
overlooks tho difference between the near and
the far perspective, the near being clear and
sharp. the far dim and cloudy; thereby he Is In
clined to magnify unduly his office.
The novitiate pupil should be taught to use
the tools Of learning; to read. to spell. and to
write; also tho fundamental rules of arithme-
tic; SO taught as to read audibly and expressive
ly, to spell the words commonly used in written
speech. to express this speech in writing quick
ly. correctly and legibly, and in torso, precise
style; and also to perform arithmotical compu.
tations. Then he has the master keys of knowl-
edge. which he may or may not-as he is earnest.
diligent. and persistent-use successfully to
open to his acquisition all that he can assimilate
and possess.
A test question: What percentage Of pupils
In either class from lower to higher Of the public
schools can, off.hand, read cxpressively pago
from Shakespeare, spoil correctly hundred
words in common use. write an ordinary full
page business letter in proper formi And. IL the
pulpl cannot meet acceptably these simple re-
quirements, is he likely to gain and hold evon
those who assumed to teach him preparatory to
the work Of life dealt fairly with him.
learn A thing we'll learned is more useful than
a number Of things not well learned. Moreover,
trained. is fitted to acquire fully and effectively
applicable knowledge after his school attend
learning may be- indicated oR to him an and wise Wise
directions given how to pursue them. qs he may
Prov provinces ee Of the public school teacher @ % personally
TO conduct him over either path
This is often overlooked. 1t is not what q
pupil is taught in school, but what he receives
and Incorporates into his mental or moral being,
which Is important. A simple dish of oatmeal
and milk at breakfast. taken and digcsted. may
fortify the man for tho days contest far more
than variety Of piquant viands, each slight
ingly touched and mono well assimiated.
Alter the fundamentals tho speCinl
teachings to fit the pupil for q special pursuit.
These are to be acquired in the institutions es-
tabished for the purpose, and not in the public
schools.
All tho above. it is here conceded. runs oppo-
site to common opinion; it nevertheless is
tempts to communicate knowledge to recipient
learners is superiicnity. Too much Is under
taken. little is thoroughly taught less is learned.
u master" Instead, in subsequent active life.
he may have painfully to rid himsel of much he
serviceabIe S and improVne apprentieeships p hisnS
Carpentry. blncksmithing. mechanical draw.
Ing. cook ing, sewing, embroidery. decoration,
Of training in modern aud public schools. Those
who have had TO employ students so taught.
proficiency. know how vain and worse is tho
endcaror to teach these diverse things CT
The attempt to teach the sotermed higher
studies. also the trades and the like in tho pub.
lie schools, is. mistake, misleading. time
and public schools are for these only-has to en-.
gage in tho active duties of life at a nearby
time. which limits his school attendance. Dur
ing this time hc should bo taught thoroughly
what he most needs to know and to apply such.
II he Is Is SO taught: and finds that nfter engage.
also to direct him how and where to learn.
Thorough instruction in essentials, instead of
superficial instruction IN these and others less
or not important. should be tho aim and effect
OF public school training. OLD FELLOW.
New YORK. Feb. II.