The Lewiston teller. (Lewiston, Idaho) 1900-1905, 1901-10-31

E
You may ride all day through the
country without seeing one rural school,
house the yard Of which has been prop
erly planted with shade trees or Orna-
mental bushes. Ordinarily school yards
are not planted with anything. and q. q
result they have dismal and forbid
ding look. There are few people who
take any interest in the district school,
either inside the building or outside.
This ID mistake. livery parent should
visit the school and manifest IN Inter
est in 1t. This will greatly encourage
the teacher. II In addition to this the
good people plant the yard with naples
or elms, with groups Of towering plants
along the borders. they win do much
for the present - well - the coming
generation.
At the beginning Of the present school
year there were 6.l60 school teachers
in New York County (Manhattan and
the Bronx bofoushs), 1910 In Brooklyn
and 1000 In the boroughs Of Queens
and Richmond, total Of 11.l60 In the
whole Of the Greater New York.
Chicago has 5000 school teachers,
more than one-half the number Of New
York. but Chicago 10 city Of large
area. with compact population In only
= few wards, and It ID, moreoveR . city
In which, BY reason Of the variety and
diversity Of the languages spoken BY
school children, larger relative pro
portion Of teachers y required than In
New York.
There are 8,60O school teachers In
Philadelphia, 1850 In Boston, 1.76O in
Baltimore. LOO In Washington, 1,876
in Cleveland, 1000 In Cincinnati, l,So0
In St Louis, 1000 In San Francisco, 100
In New OFleans, 800 In Detroit 800 In
Milwaukee, $50 In Minneapolis, $50 In
Newark, 1880 ID Pittsburg, 100 In
Rochester and $50 In Providence. h. !.
There are In the whole United States
nearly 100000 teachers and instructors.
including those who give lectures or
special instruction. New York Sum
+ Every parent OF public school child
must be impressed with the superficial
Development Of the latter's education.
The absorbing capacity Of the growing
mind Ii taxed to the limit and often far
beyond It. while the reasoning faculties
are left almost inert Pupils are grad
uated from grammar and high schools
every year with high psr cents. and ex-
traoFdinary records Of scholarship.
Question them, however, in matters Of
general intelligence, OF even sndeavof
to have them use their hardly acquired
information In any practical way, and
they are dased and helpless. Pupils,
teachers, school boards and superin-
tendents are the victims OF system
that has been expanded injudiciously
until It has become attenuated to q de-
eree that threatens the serious weaken
ing Of what should be its vital principle
- preparation for life. It II an injus-
lice to the average boy or giri who.
statistics show. leaves school 1t 10, that
this precious time should be % misap-
propriated. The subjects essential and
Of paramount necessity to them In after
years, are only half taught, because to
satisfy the requirements Of too ambi-
tious cprriculum % many nQneasential
subjects are taken up. Only In : few
special schools IL development Of char
acter regarded 40 Of the fundamental
Importance which It 10. A GLIB clever.
ness ID stimulated that without the bal
ance Of moral principle becomes, in
-nak na<ssroa anma<iu,ea actually nor.