Willmar tribune. [volume] (Willmar, Minn.) 1895-1931, 1903-03-25

ED1tOh w lALMAR lR4BONE.--lA OIL
editorial in the Wll]mar Tribune of
the 2lst Inst you criticise the curricu-
lum of our High schools, and draw
conclusions that feel are not war;
ranted. As it is Of the greatest i'm
portance not only to our aspiring
youths who are seeking their educa-
tion, but to the public at la"Se both
as taxpayers and patrons Of our pub.
lie schools to understand the position
of the High school department. clear
ly, I ask you space for few lines on
th subject.
You say in regard to candidates for
certificates, III seems that most of the
applicants are from the High schools
of the state, and a'e supposed to have
| finished the common branches, which
are the only branches required for a
second grade Certificate.
Are many, or any, of those who
failed, graduates from full course
first class High school? 1 doubt it.
Mr.. Editor, and will only be con.
vinced when l see the figures.
But even grant that your "seems'
should prove to be facts, does thai
prove that our High sch DOL curriculum
is at fault? No, not at all, but simp
ly that the grade teaching in the I'll
and 8th grades was at fault, where tht
common branches are taught. o.
rather, it would prove that the High
school graduate had during the foul
years of arduous work in High schoo
studies got "rusty'' on some of tn,
common branches studied five or 81,
years before.
The High school is not teachers
training school. Our State Norma
schools are for that special purpose
We have, however, an English eours
that eliminates almost all so-calle'
cultural studies and is simply round
ing out of the common Obranches
And besides that we have the power tt
add to our High school a teachers
training class, and for so doing VI
can draw $500 from the state as aid
So far as am concerned, I shoul'
like to see such course added to GU
Willmar High school, that is pro
vided, the plan has any prospect Q
drawing students enough to make i
worth the while to attempt it.
But especially wish to emph asiz
that our High school curriculum
course or study and methods Of in
struction, whether in the lower o
higher branches, are not system Q
examining to fit it's graduates to pas
q teachers or any other examination
On the contrary, our object is to Civ
four years Of thorough, sound syste
matte mental training. A young per
son wh> goes through this course
and it is severe, I admit-and faith
fully does his or her work, busy from
early morn to late At night, min
months in the year, and four years il
succession, under the best teaching
talent that money can procure, ani
with an equipment that rival man.
social ed colleges, repeat, younl
person at the budding period of life
from Is to 20-who goes through thi
training cannot avoid coming out 81
educated young man or woman. 1t il
this regular systematic mental train
ing that counts, not the stock O
knowledge the graduates may have a
their finger ends to answer set O
cunningly devised examination ques
lions.
You say: "This-failure in exam
1nation-certainly is very bad show
ing for our high school system" No
at all, Mr.. Editor. I deny in tot
your contention that the failure t.
pass said examination by any Hig]
school graduate If there be any tina
failed -prOves anything whateve
against our High school system.
I do not contend that our Higl
school gradua tes are necessarily quail
flied school teachers. OF course, the