Evening star. [volume] (Washington, D.C.) 1854-1972, 1900-02-23

hau, TWO years ago acquired n ,-a,.,- ct,
hIo"ledge or arithmetic up to and incIu6-
ing compound proportion: but / was obIis,ed
,e,fo.aSs my instructions because they in
ter1ereu with his school work Nou in a.
seventh grade, he is working with his .Ia..
N denominate numbers and has almos+
forgotten what had taught him two wears
ago MY boy is discouraged hecauS,. ,,,,,,-
n n ms siNteenth year, he realizes thar No
mas NOT the time nor the strength To Iaarn
an lhat IS taught in the schools: that be-
cause OF the non-essentials. the brief time
remaining to him in the schools cannot no
devoted to learning essentials. iae,ra,,sa
"heh MS knowledge of any of the branches
on the curriculum is defective even thou0h
~ pe only the trash which he has failed TO
learn ne Is kept back year after wear and
thus deprived by the school authorize. OF
an education in the schools provided and
maintained for the purpose of educating
the children and youth Of this city.
Is II any wonder that he is listIess and
lhattentlVe when undergoing these perse-
cutons in the schools instead of receiving
much-needed instruction in useful and es-
sentlal knowledge? Suppose at the age of
seventeen he should be Obliged as most
boys are at that age. to quit school to en-
gage in an effort for a livelihood What
could he do? For what kind of usefulness
mas ne been fitted by the schools of WASH
ington. DC? Some of his teachers have
been capable and conscientious and have
taken pains to secure his advancement;
but they have been handicapped Inv the
they are obliged to cram the undeveloped
minds of the poor .defenseless children
now ask that my son may be taught
such knowledge as he must soon anDly
practically in the ordinary business trans
actions of everyday life; that he be no
longer detained in the seventh grade be-
cause he does not understand '-Powell's
Analysis, out that he be permitted to en-
ter the eighth grade, 50 that he be not
longer deprived Of instruction in propor-
ton, percentage, mensuration, etc, and that
he be taught in such a manner and by the
use Of such methods as will not injure
him."
As to the propriety OF the above request,
an intelligent public should decide. Is it
not a fact, however that nonsense and fads
meet with more tolerance in our systems
OF public education than elsewhere? And
why? When the temperature of our rooms
Is unusual, the janitor is Immediately in
formed of our discomfort, and when the
coffee is too strong the cook has taken
some short cut in her preparation of the
steak, she is relieved of her duties; but be-
cause mismanagenent in our educational
systems does not manifest itself to our
senses, nor affect directly in any man
ner, the disadvantages and the sufferings
of our children are unnoticed until the most
serious consequences have resulted.
1t is fairly preSumable that the senatorial
committee which has been appointed in
consequence of many expressions of dissat-
isfaction with our public schools has not
been created to accomplish a neat Job Of
embarrassing; therefore, now that we have
an opportunity to be heard by superior
authority, let inquire and investigate
and then report fairly, truthfully. and with
out prejudice. whether or not authorities
and conditions prevail which to any extent
deprive our children of a proper educa ton
Cool elaboration, practical experience in
educational work and the highest intelli-
gence are now loudly called for by existing
conditions in our schools. The counsels of
extremists and soreheads must be avoided;
otherwise. the opposite of beneficial results
will be accomplished.
The writer believes that there is much
room for Improvement in our public schools.
But he also believes that none of the
branches in curriculum should be eliminate
ed; and that at least 30 per cent of the
theories and practices now in vogue are
excellent and that some of the complaints
against the schools which have obtained
publicity are not very well founded.
A PATRON.