Willmar tribune. [volume] (Willmar, Minn.) 1895-1931, 1899-11-22


about the future. We often End q
school furnished With only one class
Of books, such as aritbmetics, gram
mars, histories, etc, and also the reg
nlar and single series Of readers.
We al agree that the power Of Under
standing differs with age of n child.
A pupil eight years Of age cannot be
to comprehend what is in
tended for one Of +" elve, or more.
Consequently we must have grades of
bucks to meet the advancement of the
scholar. And our text books do not
eRboIy the various grades OF work in
one\bOOk in almost all OF the common
branches taught. AS the reading is
the most important branch, I will
dwell somewhat longer on it. It is
often argued by people and school
boards that the above supply is
enough. Having a little experience
in the work I must join the mass of
educators and proclaim it to be err
roneous. Hence that puzzling term
supplementary reading" A school
ought to be provided with a reading
chart to start the child in. Also a
primer following the chart, and then
two sets of readers, Or the equivalent
in leaflets, which are so effectively
used in most city schools. We must
admit that after having conceived the
thought or idea of a story, we do not
care to read it any more. The average
pupil can be made to know the con-
tents Of his first reader by going
through it two or three times, after
which it has nothing of interest to him.
The further studying of that book is
simply a matter of duty and not de-
sire, which renders it useless. Still
the pupil may not be fit to pass into
the next book above which contains
more difficult reading. In order to
prepare him, he must have more read
ing of the same class, or gradually
getting more like the next class above,
so as to give him interesting and new
work, which does not only prepare
him for the more difficult work, by be-
Ing able to read and understand more
readily, but also enriches his store of
general knowledge. We should there
for have two sets of readers for the
five classes. The extra outlay is so
Insignificant that no reasonable man
who either has experience or stops to
consider the matter in proper light
will take occasion to mention it. I
firmly believe that the district should
furnish these things. It is grossly
unjust to ask the modern teacher,
poorly paid as she is, to provide it.
| also believe the district should buy
the smaller supplies, such as pencils,
paper, etc., by sending to the supply
houses for them and obtain them at
greatly reduced price, and leaving
them for the distribution by the
teacher, who will then have a better
opportunity to ascertain their proper
and careful use. It is common to see
pupils come to school unprovided,
and consequently that disagreeabIe
practice of borrowing, aud troubles
following in it's. wake. In conclusion
| will add few remarks concerning
the interest often displayed and also
which we ought to take in that ardu-
Gus and sublime duty of educating
our posterity. It is a much too com.
mon thing to behold, a district elect.
ing board of directors at poorly
attended annual meeting, impressine
upon their bright minds that the strict
est rugality is desired Cheap! is the
watchword. But here is where people
are generally erring as to what il
really cheap. A thing that seems
temporarily cheap will after prove tt
cost the most in dollars and cents anl
further cause sometimes immeas ure
able damage. If, at the day of reck
oning, the board shows to have pur
chased new and essential apparatus
or somebody begins to agitate an i'm
provement that will involve few dol
lars outlay, a ready objection is gen
orally raised, although same may b.
OF the greatest Importance for tn
comfort and welfare Of those con
cerned. Often politics, and trivia
neighbor troubles are brought into tn
affair. We have not an iota of RICH
to expect success or an improved con
dition, if we do not contribute to tn,
cause in the right way. The sublim
object in education is often lost sigh
OF and we employ our mind and bod,
entirely in scratching for SIS and pro
perty. We become the slaves of m am
mon, and employ that most holy o
Gods gifts in the most Infamous an,
unholy of causes. Let US rather halt
and reflect little, and study ou
duty. We should visit the school
study the methods, and ascertain tn
facts in all cases before giving air t,
our disapproval. The common prac
tice of condemning the action of th
teacher by the evidence of a child i
grossly unjust. A child cannot b
trusted To snch an axtant T or mo i'm