Washington standard. [volume] (Olympia, Wash. Territory) 1860-1921, 1900-01-26
SCHOOLS CRAMMING MACHINES.
Professor Halves Has Something to Say In
Reply to Editor Box

Reply to Editor Box.
EDITOR STANDARD:
Yes, will say few words about
Editor BOk's recent editorial, concern
ing the public schools and their mis-
use rs examining machines instead of
as real schools. am more pleased to
do this since various papers have taken
up this discussion and in our neigh
boring city, Seattle, the School Board
have taken the matter so much to
heart that they have ordered the SUI
perintendent to reduce the school
hours in all grades below the seventh
to three hours day. think this ac-
ton unw,se upon the general principle
that old and we'll established forms
should not be changed for light and
transient reasons" as our great Declar-
alton of Independence has it, OF with
out that careful consideration which
should precede and control all great
enterprises.
However, there must be something
worth our attention in a subject which
causes sedate men to institute so great
an innovation. If schools are not
examining machines" and do not
"shatter nerves." and do not "rob
children of their childhood" and do
not "leave no time for play" and do
not work the little innocents to death
prematurely," there must at least be
shadow of these things which assumes
I the appearance of reality iii the minds
of some people, under certain lights
and conJuring spells. 1t is worth
while to hunt these shadows, perhaps,
and see how much of real fault they
reveal.
What makes it appear that children
are crammed at school?
think it is because it is true. I'm
fortunately, it does not appear how a
public school, including as it does pu-
pills from such divergent home envir-
ments and native endowment, can be
so nicely adjusted that each pupil
shall be all the time working up to his
capacity and never beyond or under it.
l believe the common sense of the
world is that more evil results from
Incidence on the part of those who
might do more, than from Over-exer-
ton on the part of those who ought to
be attempting less. The real sub
stance of an education is to acquire
the ability to overcome res'stances.
The only way to get that ability is by
growing to it through a judicious gra-
dation of effort on the part of the
learner. The good course of study
and the good teacher may be known
by the success by which each tempers
the resistances to the growing mind.
The teacher who relieves his pupils
from all effort, is no better, to say the
least, than the one who explains moth
ing at all. But no teacher, however
successful, can reach the ideal with
each of the pupils in class of forty or
fifty. l have never seen the parent
who has yet succeeded in doing it in a
class of one. However, it is far from
my purpose to defend, or explain, or
excuse everything that the public
schools are charged with doing ill.
apprehend that the large bulk of
mental examining is the consequent Of
very polite and unscientific practice
in the ordering of our school affairs.
| refer to the fact that subjects are be-
gun, studied and finished as a snake
might eat frog. For instance a Ger.
tain subject is called arithmetic; the
pupils are set at work upon it and be-
cause everything in the book is CLASH
fed under the name arithmetic the
children, without much consideration
of their capacities or the intricacies of
the problems, are expected to 60 on
and finish" arithmetic. 1t is largely
so in all other branches of instruction
in our schools to-day. Now, there are
many easier subjects, that involve
very nice mathematical relations, that
are easier than much that is found in
the common arithmetic. These SUBJ
iects should be put along in the child's
train OF effort at the point where his
mind would enjoy the struggle of their
conquest, and the harder arithmetical
problems put off until a ripper exper-
fence sufficiently illuminates them to
make their mysteries rather attractive
than hideous. Every specific charge
of examining that have heard of is
grounded either in this fault or in the
fact that some children are less men,
tally gifted than Others and their par
ents conclude that the perplexities of
their children are the common lot of
all. / have already used more words
than ! intended, but have said less.
1t is no doubt true that some nerves
are shattered in school life. There are
over-ambitious children who need
watching and there are others. l will
hardly be contradicted by any except
| those whom the truth will offend,
when say that evening parties, late
suppers, excessive bicycle riding, eat
ing sweetmeats and numerous other
indiscretions which the school not
only does not teach but admonishes
against, can also shatter nerves and
can probably count their victims in
platOons while the schools could mum.
Der its in squads.
Are school hours too long? AS a
rule think not, but if could have
my way in sufficient number of di-
rections, would do some shortening.
l have no notion that boy of school
age needs nine hours day for play
and three for work. If call work and
no play makes Jack a dull boy"
think it is quite as true that all play
and no work makes Jack a mean and
worthless boy.
Mr.. Box says that il q boy at fifteen
knows how to read, to write, to spell,
to count and somewhat of something
else which he fails to make clear, it is