The Indianapolis journal. [volume] (Indianapolis [Ind.]) 1867-1904, 1901-01-27
PUBLIC SCHOOL DEFECTS
CHARLES f. THwING, LID. ON
WEAKNESSES OF THE SYSTEM.
After Examination He Concludes They
Are Not So Characteristic ns Are
It's Many ExcelIences.

1t would be pleasanter and easier to
write Of the excellencies Of the American
public school system. for the exceilencies
are more numerous and fundamental. But
IL is duty to write Of the defects; for all
school-men should be the severest critics of
their own craft.
The first defect which beg TO name Is
the method Of teaching names rather than
individuals. The number OF pupils given to
each teacher is too large for serving the
test results. Forty, fifty. and in some cases,
even sixty represent the number assigned
to a single teacher. The proper number
of students represents a question too tech
nical for the present discussion; the num-
her differs in different subjects OF instruc-
ton, and under different methods and with
different teachers. Henry Adams, a prince
among teachers as he is among historic
ans. has said to me that two was the right
number for class; two being better than
enc, for each, inspired the other. The
Great Teacher was content with trying
to train twelve disciples, and He was
given three years for the service. AS
rule, no larger number should be given 10
an instructor than he can at one and the
same instant hold or carry in his eye.
The number. too. should be so small tina.
the teacher may be able to know and to
minister unto the peculiar needs of each.
One boy should be taught the lesson OF ac-
curacy. another of diligence. another of re-
spect. another OF promptness. another of
udiness. The teacher should give himself
to each scholar in such way that each
scholar may find help in forming strong
and weil-proportioned character. My
friend. DIR. Durham. of Clark University.
has said that 1.-THE key words of modern
education are development. individuality.
self-activity, frst-hand study of things.
especially OF living nature. adaptibility,
character, health. In this wisely-made
list L take it that the most important one,
at least for my present purpose, Is the
word individuality" For, If the teacher
has regard for the individuality of each
student, the student will develop, and the
teacher knows that in the process of de-
velopment. self-activity is the most eff
ficient method. The first-hand study of
things is prompted through the interest in
the individual. Adaptability is only the
outer or objective application of the sub
jective principles of individuality. Char
acter and health, too, are matters of in
dividual concern and relation. Therefore
enc of the primary weaknesses OF the pub
lie school system is the failure to attend to
the individual student This failure is not
not acquainted with the schools might easy
be led to believe. For the American public
sohoolteacher is usually a woman, and
g., 49,
knack, power of device. They also have
large hearts. In their love they so indi-
vidualize pupils, and with their deftness
t. ey make for themselves methods which
help them to know and to serve each stu
dent. OF course, the fundamental ground
OF this defect runs back, as so many de-
fects in the educational system do, into
financial relations. When the American
people learn, as they are learning each
year and decade, that no taxation is so
remunerative of the highest elements OF
civilization as the taxation for public edu-
cation, they shall double the number of the
teachers and halve the size of the classes
in the schools.
LACK OF POWER IN TEACHERS.
The second defect which 1 would suggest
This defect one hesitates to name. for there
are many teachers who are able, COM
petent, efficient. / have the honor of
knowing hundreds. mighty say thousands,
who are adequately fitted for doing the
work to which they are called. But must
it not be confessed that there are tens of
thousands who are not able, competent or
efficient? The causes or conditions leading
to this result are usually: First, appoint
ment to the position of teaching on other
ground than fitness for teaching; second,
lack of either liberal education or of a
professional training; third. uncertain and
short tenure of office; fourth, small COM
pensation, and fifth, a weak personality
We are obliged to acknowledge that po-
litical, UNCONVENTIONAL. or commercial rea-
sons do have value in many parts of the
United States in securing positions The
commercial reasons are far less common
and less potent than the political or the
ecclesiastical. 1t is seldom that places to
teach are either directly or indirectly
bought or sold. But 1t must be said that It
is not seldom in many of the towns OF the
United States, of a population of twenty
five thousand men, for political reasons,
have weight in the securing of educational
positions. 1 have known of Republican
school boards dismaying Democratic sup
erintendents, and Democratic school boards
dismaying Republican superintendent. In
not few cases the membership of a can
didate in particular church, or the failure
to have a membership in a particular
church, determines election or rejection.
Moreover, the lack of professional training
is still characteristic. Normal schools
abound, and they represent one of the rich
est educational gains of the last sixty
years: but they are still unable to supply
the large and constantly charging demands
for well-trained teachers. There are more
than four hundred thousand public school,
teachers in this country. To fill the pieces
of those retired from the service, and to nil
the places created by the growth OF popula-
ton, more than fifty thousand recruits are
called for every twelve-month. Eacn
twelve-month the number OF graduates
from normal schools, both public and
private. is about twelve thousand There