Willmar tribune. [volume] (Willmar, Minn.) 1895-1931, 1903-04-01
WlLLNAR, MlNn.

scnOOl system we mean the whole
thing from the. primary grade to the
senior high school class. And here is
our contention, that in order to give
time for the ornamental frills of edu.
cation the student is obliged to drop
the common branches before he has
reached an age where he can really
master them. What we would like to
see would be the dropping of such
subjects as geology, zoology and
botany, and substituting therefore a
thorough review of the common
branches. Then our pupils who in
tend to become teachers would not be
obliged to go to a normal school or
private seminary to get that funda-
mental teaching. If it is important
that our future doctors, lawyers, min
listers, engineers, etc., shall get the
preparatory teaching where they can
be under the parental care, and sup
ervision, free from the temptations of
large cities through the most critical
period of life," is it not equally i'm.
portant for the young men and women
to whom we shall entrust the teaching
and guiding of our children through
the most critical period Of life?
No one at all acquainted with such
matters will for a moment deny the
great value of the so-called cultural
studies, provided the work done is
thorough. But can any thorough
work be done In botany, zoolo gy and
geology in short term at the High
school and without the means for
studying those subjects from nature?
It is not what we study but the way
we study that gives mental training
and culture. Thorough mastery of a
simple subject, with the mental exhil::
aration that always follows the feel
ing that we have something mastered,
is worth more than a loose smatter-
ing of everything.
Chemistry and physics can be stud
led in the school room, when it has as
good laboratory as the Willmar
school has. With such appliances at
hand the future doctor, pharmacist,
electrician, etc., can lay q good fouu-
dation for his work in the University,
and the knowledge impaired will be
useful even if the course is not pur-
sued further. Latin is so interviewer
with the structure of our language
that the student who wishes to
thoroughly master English ought to
know Latin. Universal history is
very important-in fact, if I had the
arrangement of q curriculum I would
insist that student should know
something about the history of Europe
before trying to understand and mas
ter American history. But all these
important subjects could be given the
proper attention and still leave place
for thorough review of the common
branches. If that were done Dr..
Johnson would not have to complain
that we have only 100 in the high
school instead of the 200 or 300
that we ought to have, The students
coming in from the country go to the
schools sthatateach what the students
feel to- be ithe*most important thing
for them to know.
I heartily agree with the doctor that
the repeated examination of teachers
is ridiculous, or that an examination
can show whether or not person is
fit to teach. It can only show whether
ornot he has the necessary education
to teach, and that once proven ought
to be sufficient Only practical work
in the school room can prove capabil-
ity for teaching, and no amount of
education. common or high, school,
can give natural adaptation for that
work. Normal school training. can
and does develop that natural adapt
ability for the work, and that is all
that normal schools should do. TIE
mastery OF the subjects to be taught
should be given in the home schools.
To sum up, my position on the m at
ter is this: 2.9.. Ell. Rs j
Thorough mastery Of the fund amen
tai common school branches Il. impor.
Itant to every man In every walk OF
lie, and q especial imp ortance 70 q
large army 81 teachers What every
lone ought TO know and great % any
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