The Saint Paul globe. (St. Paul, Minn.) 1896-1905, 1900-12-16

eral rule on that particular evening, but
his admiration for the virility, agg1es-
siveness and dominecring spirit OF Anglo
Saxon peoples was expressed in language
overwhelmingly eloquent and rhetorically
hyperbolical.
At certain times he dismounted from
his hobby to speak upon the announced
subject which he promised to handle Wig
orously, without fear, with no thought
as to, who might be hurt or helped, and
TO lay the weaknesses and deficiencies of
the system before his audience, and allow
the consequences to take care of them
selves. If he did so 1 am sure no one
found it out. He highly euIog.zed, in
glittering generalities, the system from
top to bottom, appointing power APP
pointees, employers, instructors, citizens.
everything and every one: and tcen
proceeded to show what system should
embrace, and (still in very general terms)
how it should be managed. No one would
probably object to the points that he
made, speaking, not of Chicago schools,
about which he had gathered NEWSPAPER
Information mainly, but of systems gen
orally, he said there was too much com
pleXity; the course of study should he
simplifed. All present longed 10 have
him define ard explicitly point out the
complexities and the means of simpiifica-
ton, but he did not even indirectly touch
upon either
Another commendable proposition was
that no theory of instruction should he
applied or acted upon that had not
been approved by the sure test of COM
mon sense, certainly a very manifest
truth, but, alas! he did not define the
standard of common sense, and we were
right where we were before he made his
proposition.
RAISED THEIR EXPECTATIONS.
When he said there should be fewer
studies the glow of expectation that he
would name the subjects to be droDDe
peFceptibly warmed his audience, but not
even hint fell from his lips touching
thistle essential part of the proposition.
He spoke of the necessity of giving care
ful and thorough instruction in the es-
sentials, but not a word was SAID that
would enable us to select the essentials,
nor We're we further enliehtened unon
this subject by what he intended should
be his most formidable statement, that
We needed more of the substantiaiitles
and fewer of the novelties in primary or
elementary instruction. That in these
propositions are found many Of the de
1ectS and errors Of public school systems
has long been conceded. 1t is not the
fact but the way out of the difficulties
that we are anXiously seeking.
1t is probable that Mr. Draper was
1iSNO q al lSdCIleI- ne praCt1ced law for
many years, and if he ever taught he
Gid so for the purpose of stepping from
that into something else; but he had q
wide acquaintance with the schools of
the state of New York, and was for
some years superintendent of the
schools of the city Of Cleveland. He
has shown distinguished ability as presi-
dent Of the University of Illinois.
do not doubt that he has very pro-
nounced and most admirable views upon
all the above ubjects 1 do not doubt
for one moment that he could give eX-
cellent suggestions touching the means
OF relief, but for some reason he did not
choose to commit himself However
widely different the views entertained
by the individuals composing his audi
ence, each one had a good right to go
away feeling that the eminent lecturer
conceded with his or her views through
out. Although the audience was small.
l am sure there was much oisappoint-
ment. The general effect was pleasing.
but when one took account of what he
had actually received, the result was
astonishingly small WHAT all true
teachers and friends of teachers desire
above all else is that men like DR.. ORA
per shall come to their assistance with
practical suggestions
The Chicago course of study, like those
of other cities, is overloaded, but the
reckless and individual who shall come
forward and recommend that any sub
ject. it matters not what it is, shall be