The Colfax chronicle. [volume] (Colfax, Grant Parish, La.) 1877-1981, 1904-09-10
Evils i'm Our Public schools.

Evils in Our Public Schools.
Just at this time a good deal Of at
tention is being turned toward the
public schools Of Louisiana. Interest
is emphasized by the appointment of
new parish boards throughout the
State, and the proposed million dol
lar bond issue for the purpose Of
building school houses, the expendi-
ture of which the new boards are to
have supervision. We heartily ap-|
prove and endorse all that is propos-
ed along this line, and have no stric-
lures or criticisms against tbepropo-
sition. But We do wish to criticise
some of the top-heavy and pernicious
methods that have prevailed in our
public schools, and that greatly in
lure their usefulness.
These evils are OF long continuance,
and have been noted from Maine to
Californla, but just at this time they
| are worse in Louisiana and some OF
the other Southern States, than in
the Northern States, because meas
ures have been instituted in the North
to correct them. The greatest Of
these evils probably Is the insane
pressure that is brought to bear in
two directions: One in the matter of
grading, and the other in the matter
Of content, uniformity and conven-
ience. The principals and teachers
of our schools undertake too much.
In the language of an eminent edu-
Gator, grading has become little
more than a piece Of high pressure
machinery by which to push thee
nous grist through the mill. Alas.
for the quality of the flourl"
Theproduct of this process isshown
to consist of three classes: First,
those bright and gifted with ready
apprehension, who are quickly used
| by the teacher to illustrate to the
billiards the claim that the course Of
study can be easily mastered by the
dutiful pupil Second, the mediocres,
who are pulled and prodded through,
but who by dint of application and
perseverance learn the necessary les
son that there is ssn0 excellence with
outlabor," !" and in the great battle of
life usually rise to greater heights of
eminence and usefulness than the
smart ones who learn and forget 50
easily. The critic we'll observes that
upon this class rests the hope Of a
|greatand scholarly civilization. The
third class are those naturally dull,
whose unfortunate condition is rend-
cred worse by the discouragements
heaped upon them by the teachers
who pursue grading to its legitimate
and baneful end.
| All sensible teachers know these are
facts, but they excuse themselves on
the plea that they have given num-
Der of children to be taught with a
lgiven sum of money. So they pile
mp the studies and try to rush their
work. This is u fatal mistake. The
, proper remedy is to reduce the work
especially for the duh ehildren) in the
public schools at least one-half. The
! bright pupils had better be neglected
and more work bestowed upon the
mediocre and dull. Nagging and
} goading should have no place in our
) school rooms, yet it is done to an in
, sufferable extent. 1t is the effect OF
this system.
Of course the average teacher will
deny guilt on this sore. Yet how
! true it is that most teachers. who
would scorn to show favoritism and
.. toadyism to their brightest pupils OF
: the children Of the wealthy and promi;
nent, are negligent in extending sym
pathy and help to those who most
: need it. The poorest ore usually the
. dullest for lack Of opportunity and
because of their environments. The
main duty of the teacher Is to show
and explain problems to their pupilf