The Democratic advocate. [volume] (Westminster, Md.) 1865-1972, 1900-03-03
For ,he psmeeraiic Advocate.

MEssRs. EnIToRs :-In your issue Of February Il.
we find Mr. Francis B. Livesey. Of sykesvilie. Nd,
still on deck aud working hard for his cause.
We find that he states There are people who de-
mand free college education. shelter, beer. oscy-
ees concerts and theatrioas: and he states farther
chat the three rs are the canse Of this demand,
and says Give an niger an inch he II wantan ell
understand then that were he running this GOV
eminent he would have these three studies also
abolished.
Let the government quickly bury nc nlNle as to
have the rhyme complete
say let the roots Of the sciences and literature
and history 90 down deep into the earliest years,
so that The unconscious influence derived thence
shall assist y ne DING he aste. ll aod Intellect
..tl.ss5- 81 e. sasa5t is.@stie p,f.s q gfaeth
Ii our sAraier history a,i that there a. o1'sy
need Tor few learned persons 20 COX II er our
higher interests, we had q hsVe lawyers wh could
attend 10 the legal work. physicians TO attend TO
the medical work, ami clergymen to attend 20 the
religious work But ia this day aben We are ~
close connection with foreign nations We need to
be more Intelligent than We formerly were.
would not like to see a system Of instruction as
was had in those colonial times five are to have
such a system given to US give Il To us in is ex-
banded condition.
Give US those three branches IL you must but giTe
us also the branches which have grown from those
three old limbs. Why. our great public educational
tree has grown to OF the greatest trees Of the
present age
And under this tree softly reposcs our great ma
tionai and local governments Al first there were
but three branches on this tree bat each grew and
finally each produced abundance Of Auxi hry
buds. most Of which thrived and became branches
Of their parent branches. These also produced
set OF auxiliary buds which have grown and are
A. NhsstY
branches. This is the thriving tree that supplies
our government gives US our statesmen. lawyers
and other men who are the Idols OF our country.
II Is the fruit that falls ripe, and rich in nfora-
ton, from this tree. that make the United States,
the state of Maryland. and the county Of Carroll.
what they are.
And are we now to have this tree trimmed Of Is
branehes and stripped Of lis Fruit and replaced BY
the original tree of the colonial era Nay for the
sake Of our nation and is coming generations.
with all OF our great educational facilities We End
Ignorance everywhere about Us. With All Of cur
free schools ana universities md ourselves sar
rounded by ignorance and barbarify.
Then ii ignorance is prevalent when we have
great educational resources, il would. indeed, De
more prevalent should attempt any less faeiii
ties than now have.
Let this great tree keep on spreading until it sha
have every American citizen beneath its branches
that they may look up with pride upon its beaui
fuf foliage and its delicious fruit For the greater
It's resources the richer will be its fruit
The mind should have all its vinaoss open that
are possible, to be opened BY the public schools
without ineumbering the State with debt
First, there should be opened that window which
looks out upon the world OF quantity and space,
thai is arithmetic mastery over number. This
gives one power TO certain extent to recognize
and fix Theoretically all quantity
Second, that window of the mind. geography,
through which shines the FIVE lights. from the ave
great kingdoms teIimate. surface, plants, animals
and man, which, together, form our organic nature
Third that great window Of the mind. grammar
or mastery over word which is the key to all that
is spiritual" 1t is the greatest Of all studies Of
man. With knowledge of grammar there is open
ed before the student the world Of the human race
Everything is made plain to him by knowledge
of this important branch.
Fourth, the mastery over time, or history, is The
fourth great window in the mind Of the student
The man who does not know his history nor the
history of civilization does not consciously possess
himself Therefore, there Isl great need for histor-
ical training Of pupils
The fifth and last but not the least by FAR is read
ing, the mastery over letters This is the window
through which shines the light Of intelligence.
These five studies closely connected with
the needs OF the most Huinbc as Wen as the most
noble, that public school without all Of them is
not worthy of the name school
And after we have a school with these a curri-
enIum, we should have teachers who are thorough
ly acquainted with the branches of which thess
five the basis
The selection Of teachers should be such that
would bring the student in contact with the best
thought of the time. They sh ula be teachers who
are C psble II ing teiiisent lectures - eaeh Of
the bo,e nalnei subjects twice week,
each lecture lasting not more than hour With
these lectures he would ineite interest among
his pupils for higher know ledge of the branches
on which they studying.
In the inorganic studies he could touch the minor
points relating to higher mathematics natural
philosophy and chemistry.
In the organic studies, with geography a base.
he could touch the interesting minor points relat
ing to physical geography, astronomy botany
physiology. geology and zoology. No teacher
teach geography in an intelligent manner without
a knowledge of these subjects
We find so many teachers who know nothing of
these sciences, who are teachers in name only.
Really good teachers cannot afford 10 teach in
Carroll county, owing to the poor pay given the
teachers If the money expended in appropriations
for causes not directly connected with the people
in general of this state, and the money expended
for useless Offices given to the teachers THAT is
increase their salares in the public schools, and If
the standard for admission teacher in the pub
lie schools raised, there would be some eneour-
agement for good teachers to come to Carroll.
An American educator has rightly said lis not the
highest problem Of education how to liberate the
genius of the pupil7 If genius cannot be created
or developed itaertainy needs liberation. 1t seems
to me that course Of study which plants first in |
feeling and phantasy, and then gradually brings |
out through the reflection and reason the ideas of
its contents win come nearest to the liberation of
the genuius.
C0uer, Nd. Rec. !