Evening journal., 1902-02-08
SATURDAY. FEBRUARY 3, 1902
EpuCATIoNAL pHAsEs


EDUCATIONAL PHASES
In these days when the curriculum
OF the public schools is crowded. and
the burdens put upon youthful minds
are growing heavier. we sometimes
sigh for the old days when the three
RS constituted the school course. II
is a nice problem to determine the
natural and proper scope Of the work
or the public schools, and to decide
what are the duties Of teachers in the
matter IL is a common cry that "the
pupil Is what you make of him." and.
therefore there is a tendency to hold
the school responsible for his career
in after years. We are all willing to
admit that the children of our more
progressive schools have all the men
tai burdens they can bear, and we are
assured that often their health is put
in jeopardy by the terrific strain. But
little Is said of the teacher We have
much sympathy for the women in the
shops. and their lot often is hard
one. but the requirements of a modern
school teacher are much greater. She
must keep up with the progress OF her
profession. and be constantly adding
to the sum Of her knowledge The
requirements Of decade ago are now
regarded as elementary She must UNI
derstand a dozen branches which were
formerly regarded as the subjects for
specialists. Then there is the constant
strain OF teaching, of keeping a mind |
alert and Of preserving a cheerfulness
whether real or simulated. When .
school hours are over her work goes !
right on. She must form her plans,
make out papers and reports, and at the
same time keep posted on all current
events. Every time a teachers insti- |
tute holds a session. the burdens OF
new methods new branches and new
fads is thrust upon her and she is sup
posed. like a martyr to go smiling to |
the stake.
Now. education is a very expansive /
term. and it's process is through dew
ious paths, but there is too common
impression that It Is confined to the
school room There is religious edu- |
cation but our authorities have left |
that to the home and the church. and
we may well ask the question whether
other branches should not be left to in
situations outside of the school. Chill
dren are turned into the school to be |
educated, but the process stops short
OF the home. Therefore we must ex-
tend the curriculum to meet the wants,
and are dabbling with purely domestic
branches. Many children are not
taught at home to sew. so sewing is
taught In the schools. Few learn how
TO cook properly, therefore, cooking is
added. Then someone decides that
temperance education is important, and
the children are soon juggling with
scientific terms which they cannot un-
derstand and which they will endeavor
TO forget There are new branches of
science. commercial branches, draw
ing and other subjects constantly
growing in number. The introduction
OF new branch may meet a demand.
and 1t may in itself be admirable, but
it means a further division Of atten-
ton and the sighting of some otSer
subject The mind of a child is elias
tic up to certain point, then it re-
fuses to stretch further or Il snaps It
is impossible that the graduates from
such courses should understand all
these branches, and as matter of fact,
they possess a smattering of knowledge
on many subjects, but understand
nothing thoroughly.
The education of the home is grow
ing obsolete and we are relying alto
gether upon the schools. But no educa-
tion can equal in value that which
comes from the Preside. The intelli-
gent and cheerful conversation of par
ents and friends. embracing many
topics is source Of a vast fund of
knowledge which through years ac-
cumulates. establishes ideals, and de-
velops tastes. Teachers can usually
tell from pupils the nature Of their
home life 1t is not alone in the
homes Of the poor and the ignorant
that education is neglected. but fire.
quently the wealthy leave their chill
dren to the care OF servants or 20 their
own devices. The parent must not put
all the responsibility Of the education
Of the children upon the teachers.