The Manitowoc pilot. [volume] (Manitowoc, Wis.) 1859-1932, 1901-06-20


What subiects may be omitted? |
should refuse the question, as we re-
fused that concerning health, and
should ask this instead; In view of the
admitted superior value of intellectual
power and the capacity for clear con
centrated work, how many and what
topics should be studied in the high
school? These topics must be widely
chosen and must be taught in d suit
able wav; we must come back to the
thought that the pnpil is of more impor-
tance than the programme. ! think it
would not I've difficult to name some
high schools Of 10 or even 20 years ago.
whose pupils, in point of capacity for
human life, surpass some of the high
school students of today, whose pro-
grammes have been most enriched.
Which suggests the one great
advantage tlat the youth of the New
England family had over their grand
children, in being ntied.u for their
reading to the Bibie-king James YER
sion Shakespeare, Pilgrims Progress
AID a few otherIof the more splendid
works of literature and thought belong
ing to the race which they absorbed
thoroughly and worked into the very
fiber of their growth; while now the
youth live in a perfectly bewildering
mass of matter which, distracts ami
demorilizes, making concentration of
thought and attention most difficult,
and leading to the taste of many things
and the thorough digestion of none.
The school should lead away from this
embarrassment ,of riches rather than
toward it; for it is better toknow u few
things well than many poorly or not at
ILL.,
And the public school, as DR.. Gulick
further proceeds with his subject, must
De held to the demands or interests of
the community. which dictate that those
Who come out of the school shall have
been trained toward capacity for self
support and not away from it. All con-
tribute to the support OF the school, and
accordingly the main object of. it must
De not the preparation of the few for
higher education, bat the many for the
practical work Of life into which the
vast majority plunge before the stage
IF fitness for college is reached. The
community expressing itself through
the school must give to each individual
some thing that shall enable him to live
IN independent, as distinguished from a
dependent, life in the community.
Aside from these fundamental condi-
ions that should be met by the secon-
larv,school- first, the needs of the indi-
yidual in order to the development of a
tairly rounded character and PERSONAL
": and second, the demands of society
upon the individual as conditioning his
raining during adolescence DR.. Gol-
eek would add the following
" 1t is also evident that mere intel
lectual discipline is not regarded DIS
1vershadowing in importance in the
school life Health, character, strong,
constructive, sympathetic view OF life,
md the ability to do something that the
world wants done, these appear to de
serve more prominence as objects in the
school life than we have hitherto given
them. In the endeavor to accomplish
these objects the character of the
teacher stands as the first, the most inn
portant and the central element to be
considered
Which is very true-and after all is
considered the character and personality
If the teacher remain the most import
mt thing Of all,
I'VE are Thus in any case to keep
away from overworking and overdiyert-
ng the school youth, to keep near to the
essentials in subject matter ana III gen
raj training. to emphasize thorough
ness rather than variety, and to remem.
Der that the practical work of life still
Engages the hand US well as the head,
and that the public school is bound hard
aud fast TO this practical side of life.
The world has not yet been inclosed ID
class. and until it is the so-called fad
lists striving for a dollhouse produc,
IAN effect only Il yalueless result.
An exchange says the Americans are the pro
L.,,....A ...l.. -, ,nrth w. nlnnl pniltY. Int