The Chanute times. [volume] (Chanute, Kan.) 1897-1913, 1901-04-12

people out of school at too tender an
age any way.
But II we can't have the time extend
ed, let US have the course cut down to
what can be done in the given time.
Both Sup't Greenwood of Kansas City
and SUIT Parker of Chicago have re
cognlzed this great evil in our methods
and are outspoken in its condemna-
tion.
We must have more thoroughness
and less smattering in our methods or
we cannot expect our children to be
prepared for the requirements of life
when they get through school.
Following is the extract from Sup't
Greenwood:
'If we crowd too many things into our
schools, are these things the very best Tor the
youth of this country?' Supt Greenwood asked
at the beginning of his address. ME we
may theorze as to what is best we are confront
ed with facts We should keep IN mind what
| the child is capable of doing. The Germans
who have probably studied the question most.
are exceedingly careful when they map out the
courses of study for the schools. They keep in
mind the time actually spent in school, having
under consideration the health OF the chlid ana
its, capabilities for learning we snoultd nHS
only educate the heart and intellect but should
educate the entire child, training the mana as
| we'll as the brain. For good educational
structure a good foundation should be iald IN
the common branches. do not know OF SIN
gle man who ever became intellectually great
who did not buid in the common branches
The chief objects of education is to cause chi l.
rem to think and then to act. Clear thlnklng'
distinct thinking, adequate think and hnal-
ly exhaustive thinking. If we have been sue,
cessful it is because we have opened closed
doors. 1t is not the great scope of thinking,
but the acute thinkng-the mastery of sub
jects Those who ere masters today are those
who did not undertake everything.
II believe that in the past few years we nave
imported so many things into our ward schooiS
that children do not have time to think. |
would have my boy go through the graded
schools and be able to use the English language
WE'LL to know the meaning of words, to be able
to read the newspapers and magazines lntelll-
gently, TO know something of the history OF the
country and to understand something OF It's re-
lations with other countries. l would rather
have him know this much than to have him go
through the entire schools and college and get
a smattering of everything that is taught. The
schools should be able to give the power OF ex-
preston 20 that boy can read the DeciaratIon
of Independence that all will be thrilled
by its hearing. child should be given enough
education to write a decent letter. to spell
correctly and know where one sentence ends
and another begins; he should be able to ex-
press himself in song; he should draw picture
that would tell more than the spoken word
Superintendent Greenwood declared that
complaint comes from all over the country, and
its volume is increasing. that so much is put III
the school work that the children are unable to
master it.
He told story of his visit abroad few
years ago. which served both to illustrate his
point and amuse his audience.
when was in Rome" he said, II saw little
donkeys bringing in their great burdens, OF
things to the markets. The loads we're piled so
high on their backs that all you could see of the
donkeys we're their heels, the tips of the tail,
and their noses. When | saw these donkeys l
thought of the school children of America:
"Shall we continue to pile it on until the
children cannot stand under the load?" he ask
ed. Every crank who comes along wants to
put everything into the schools, and so it is that
we'll meaning school boards continue to load
The schools of the country are for the children.
and we should endeavor to give what is best for
them keeping in mind always what they ca
pabe of doing. If the children can do the work
which we heap upon them it may be right to let
them do it, but if they cannot, why, let us think
about unloading"