The Portland daily press., 1900-01-20


"Do the schools met ths reasonable de-
mands Of the psopisf" He said In parti
what are the reasonable demands OF the
public. Of parents and guardians, for
their children and wards, In relation TO
our puplic schools first, an Intelligent
and effit lent supervision; second, thorough
aud ~ st syr alto instruction; third, such
courss of study or curriculum rs will
meet the needs and requirements In after
life Of the many rather than the few.
&C init there has been great Advancement
during the past ten years In the efficiency
of put lilo school super vision, but there 10
an abundant field for improvement: An
Intelligent and efficient supervision OF
| schools consists Of something more than
one or two visits term to school on
stated occasions when the superintendent
is expected, and the pupils, dear litsls
cherubs, are oramm I'd full 90 the Drlm
with facts and figures, oftentimss alas,
too full for rtterances. hardly neeo
to discuss the necessity OF thoroughnsss
and method In school work, before an
audience of teachers and educators
Thorough ness 10 school work 10 only
possible when there 10 q responsive ana
capable willingness TO learn on the part
Of the pupil, and q complete mastery aud
thorough understanding OF the subject.
And now We come to what consider
the most serious defect In our public sys-
tenn For q quarter Of n century CT more
We have been arranging our curriculum
and conducting our common schools Tor
the bsnsht Of the few, for those who are
aiming at liberal OF technical education
and this has been done at tbs expense Of
the much larger body Of scholars who can
never rsach such stage. This Is especi-
ally true of the greater Part Of the state,
In the country and more sparaeiy settled
sections where unsraded schools exist.
Before the high school act became .
Ia ho orh0ola n(t 0nIy
covered the ground they 10 now, but 10 :
oluded many Of this studies which can be
taken now, only In the so-oalled high
school. II . student then, wished TO Be-
cure advanced SCHOOLING or fit for college,
he or she had TO attend an established
academy or seminary. Boys and girls
then, IL, IS ana 20 or more years OF age,
attended, the common school and no
| other.
What has been the result from the
course We have pursued. and which We
are still pursuing In our public schools.
. standard OF little more than good pri-
mary schoolsf 10 my mind the question
| of the next twenty years for eduostsrs
and school officials to decide. is what II
the best course to pursue in our common
every day public Schools. They arc the
| foundst upon which rests the super
structures Of popular education and gen.
eral intelligence. we'll known writer
| and educator has said: "There are two
| ways Of testing what effect our popular
eduoation Is having upon the int sileotusl
| habits and tastes Of the people," One Ia
in obssrving whether the mass Of minds
10 better trained and disciplined than for
msrly, less liable to delusions, better able
to detect fallsoies, more logical, aud less
ulatiou. or BY theories that are unsup-
ported b. historic evidence or that are
| rro.t..Stc,aa ~ . kncvlsdOa of huA M
nature. II We are tempted to pursus this
| test. We should DO forced to note the
| aesminr anomaly Of a scientific age pecu-
iiarly crsduious; ths ease with which any
ohariAtan Hnds followers; the common
readiness to fail In with any thsory Of
| progrsss which appeals to the sympathies,
sndsto accept the widest notions Of social
denominations. We should DO Obliged to
note also. among scientific men them
ssIvss. a disposition TO come to CON-
olusions.on made quate evidence. dis
| positiop usually due 10 one sided educa-
Zion which lacks metaphysical training
and the philosophic habit. How far 10 our
popular education, which We have en-
| loved for two full carnations, responsible
| for tais state OF miudi
When the reaction comes from the
present tendency, - believe 1t will, l
fope to see q school system approximate
ly this: Every child In the state, physic-
ally and mentally able to do 90, from the
age Of $50 10, compelled to attend school
| for a fixed and definite period Of the year,
in the primary school say, six months,
in the grammar, thirty weeks. Have .
definite curriculum, as ample a. possible.
but well balanced. Have 1t adapted In
scope to the student Of average tntelli-
Qenoe.
In towns where NO efficient high school
10 established, or can be maintained, have
what might be called . supplementary
course Of two years at least, In which
optional and advanced studies might be
taken for the benefit OF those whose
school life ends with the common school.
Let the whole energy Of the state be d.
re cited to making these schools. the
| schools of the masses, as efficient and lar
reaching in their scoops Ms possible. 1t Is
| q serious question whether the money
now used In hundreds Of towns In the
state, to maintain schools OF higher
grades, cannot be more prontably used In
| Improving and making more effective
our common schools.
10 my mind the following course OF
study for every child 10 the state between
the ages Of and 10 years, well taught
and thoroughly assimilated. with suen