The Saint Paul globe. (St. Paul, Minn.) 1896-1905, 1901-02-17
THE HIGH SCHOOLS.


are what they should be-
THE HIGH SCHOOLS.
There will be. no more formal COM
mencement exercises in Chicago high
| schools. The diplomas will be distrib-
uted in the school building with or with
out some simple exercises as the princi-
pal may decide. While we may deplore
the decline Of the spirit that called forth
and inspired the public commencement,
it is well to accept the inevitable. and
bow gracefully to the imperative demand
that it shall be abolished. 1t is idle
to argue that the reasons assigned are
weak, illogical, inconsequential, as they
certainly are, they are sufficient, and the
end is not far of. 4f
A SEVERE REBUKE.
But it is not the commencement that
just now most concerns the friends of the
high school. An attack has been made
upon the work done IL the high school
of such vigor and from quarter so pow
erful that it is Tot pushed aside or treat
ed lightly, or charged to prejudice, or TO
a mistaken view of the actual situation.
At the Merchants club banquet held on
last Saturday representatives of two
great mercantile establishments present
ed a severe arraignment of the result Of
high school work. The principal speaker
was John G. Shedd, who said that not 10
per cent Of the employees in his eStab-
lishment had graduated from the high
school, and that he found such material
very unsatisfactory indeed. His speech
and those that followed were but repetl-
tons of the complaint being so loudly
uttered here and in many other places
respecting the deficiency in essentials,
such as writing, arithmetic, spelling and
geography Neither the superintendent
of schools nor the superintendent of high
schools, both of whom were present,
said one word in reply. The daily pa
pers approved the criticisms and concede
that it is the severcst kind of condemna-
ton of the Chicago schools as now man
aged. John V. Farwell Jr. approved all
that Mr. Shedd said, but went further
and paid high compliment to country
high schools, from which his establish
ment had secured the best young people
in their employment. President Harris
admits the fairness and business of the
criticism; -Supt. Cooley hurries away to
Philadelphia and New York to study con-
ditionS there, while Supt. Nightingale is
left to pour forth his complaint that bust
ness men do not properly support the
school management in trying to give boys
a business education. In view OF Mr..
FarwelIs statement one can but wonder
why Supt. Cooley did rot go to the 1Cun-
try high schools that have a reputation,
it seems, with business men here, instead
Of going to cities where there is almost
as much complaint as there is here in
Chicago. Alas. how are the mighty
fallen! But a few short weeks ago Sa-
perintendent of Compulsory Education
Bodine joyfuliy exclaimed, I'm the excel
fence OF us ScnOOI WOrh Chicago 4edClS,
the world follows" How frivolous and
foolish such claims are. it matters not
where or by whom made.
THE ACTUAL DIFFICULTIES.
1t is well enough to sum up the COM
plants made against the schools and as
certain, if possible, the cause and apply a
remedy. 1t is claimed that pupils cannot
spell correctly, or write legibly, and that
they are untitled for work in positions re
quiring much writing. Mr. Shedd said
that not only were they inaccurate in call
culatiOn, but they made figures so poorly
that very often it was not easy to dis
tinguish between the figures l and Z, the
figures 8 and 5, etc. 1t is also charged
that they read so imperfectly that they
fail to understand fully the written COM
municatiOnS that they must consider. In
addition, taking in complaints that como
from all quarters, it is necessary to men
ton that they are often lacking in proper
respect to their employers, that they arc
impatient and restless, that they are
not willing to undergo the ordeal of en-
durance, and that they are too often
not necessary to go further nor to ap-
provo or diSapprOve these various
charges 1t is sufficient to say that
probably grounds exist for their COM
plants, and ascertain what if possible,
to remove them. can. be done. .-
BUSINESS EDUCATION.
Too much in favor Of a business or
commercial course of study cannot be
said, and 1 excuse myself from further
reference to it by calling attention to
what l have written and spoken upon
the subject during the past twenty years,
but the mere establishment of these
schools will not correct the evil That
is limited at in Mr.. FarWelIS statement,
that the best product comes from the
country, where there is no pretense of
business education. The real difficulty IS
terially improved until there is a change
in the motive and method of study, and
a better understanding of the scope and
purpose of the work by the pupil
METHOD AT FAULT.
The trouble here did not begin in the
high school, and it would have been diff
cult for the high school alone to have
changed the result There are certain
school naXims that have had too much
influence, possibly, such as THE moment
him discontinue it, 'let the child .fol-
low it's natural bent of mind" and a
great many others that have some truth
in them, but literally construed and used
attempt at Self-goVernment among pu-
pills, and, as exercised here, It will I'm
doubtedly tend to make them FESTIVE IN
der the strict discipline of a business es-
adjustment, and might also incline them
TO an Independent course at variance with
the respect and duty that they owe their
employers. The theory Of interest, as I'M
derStood or practlced by some who find
| d superficial study of Herbart nave mis-
takenly concluded that they understand
! his philosophy of The Interest" has
wrought mischief. Children must have
only that in which they can find an in
terest, it is claimed, and too often their
minds have been excited over subjects
absolutely unhealthfuL Children on the
contrary, should be so taught and so
trained that they will acquire an inter
est in things useful and important. The
first question is: What is most useful
for the Child? And the first duty of the
teacher Is to make that interesting What
Will be the Jesuit of yielding 10 the
WhitnS of children? In many cases a
diseased and an unhealthy mind En-
durance, toe, should be practiced, and, as
most important factor in future sue
cess, pupils should acquire, as a part Of
thelr character the energy and determtn-
alton to do their work with great thor
CuShnesS Under one system of eXamin-
atoms and promotion, children are too
often content with knowing that they
nave passed" that they will graduate
rather than that they have made the
best use of their opportunity Another
cause of the deficiency lies in the attennnt
to Instruct by indirection There are
many things that Indirectly contribute TO
! education, but 1t still remains true that
each subject must receive attention On lis
! own account. How IS it possible for the
| indirect to be significant as the object
itself? And il the incident be less sigiiifi-
cent. why then pursue it in search of the
! obJect?. In business the direct appIica-
ton Of the attention to the matter he
! ing considered is absolutely necessary.
and this can scarcely be given by one
whose power of attention has been lissi-
! rated by indirect methods
On the settlement of the question
! methods of work must be considered. In
! talking with those interested here / have
| heard far more about (and by way of
/ grleyous complaint only a certain
method in arithmetic known as "the Speer
method" than [ have ahoIIt arithmat IN