New-York tribune., 1904-10-31
PUBLIC SCHOOL VERSUS PRIVATE TUTOR


in my mind much thought on the various phases OF
the school question I sure. however.
whether this mother wishes q suggestion of
remedy for her daughters immediate
simply to secure an expression OF opinion school
abuses.
In the first case. there are three courses open.
The parents should assert their authority
their child superior that OF the school gov
ernment, and insist that certain subjects be
dropped and that the girl be allowed to continue In
school with a decidedly reduced amount OF work
If this is permtted-and it probably Will
be. unless the pupil agrees to defer her gradua-
tion-she should be withdrawn entirely and put
under thorough system OF dieting. exercising and
generally hygenic living. until normal health Is
restored
The third course is provide private instruction
either in a private school by OF tutor.
I should combine the second and third schemes
As a pupil through the cramming. rush
and hustle system. and became victim of nervous
prostrauon-and that. TOO. IN the high school OF q
small town. which is not modern or SO advanced
as New-York in educational matters have also
been teacher in this high school. i various
other elementary schools. and also in a country
district school
Ny strongest comment is that no child OF mine.
shall attend a public school OF any sort
grade. if it Is in my power 10 prevent It.
When l a teacher in the little district school,
with twenry-six pupils. family containing TWO
girls moved into the village from New-York. The
vIous spring from a New-YOrk school. and was re-
covering from ST. Vttas dance. The younger be-
came my pupil For e short time thought her
prodigy. She seemed perfectly at home in anything
and everything attempted to teach her. Her board
work in arithmetic was marvellous. but she was
pale listess and entirely passive unlike pos
Soon I discovered that all ner ideas were second
hand and had been received ready made.
machine, She was an autonaton- She was ike
sponge that had taken It's full quota and could aD-
A
OF original thought and individuality. from farmer
boy. mayhap OF the same stun Abraham Lincoln.
gave more satisfaction than her coIorIess. pre-
else rectta4s Of facts which sne was 100 tired TO
asstmi!ate or 10 appropriate TO her own individual
Undoubtedly we must have pubuc schools Our
national standards of citizenship render them tn
But here arises The old over the
the rights OF the State IndIsputabIy. the state
may and must insist on such elementary education
the masses. Whether she is justified in providing
insisting on attendance in these classes l am not
at all willing 10 concede. There should De wide
privileges OF selection outside OF the elementary
But it is evident that. no matter how far the
tIou. or how satisfactory IT may become for the
II can never be expected TO meet IN an ideal manner
the peculiar physical and mental diOsyncrastes OF
Or mine cannot adapt herself TO existing conditions
the wisest and best course Is TO eEnove her from
The public school a, IT'S conception was intended
II would be much TO the credit Of the American
people II the great. prosperous thrifty Industrial
classes lived less luEuroUsly in material and
bought more culture for their children. Why not
hire somebody 70 come 20 Jhe house and teach your
you would hire q music teacher
dancing master?
I decline to have daughter OF mine through
the intellectual stamping mill and come out i'm
pressed like a coin and have her health ruined |
az the same time Moreover. I decline TO have |
her for six hours day associatins with and alb |
sOrbing ideas from I know not whOm-perhapS |
from children whose homes 7 would not allow her |
10 enter socially, whose parents l myself perhaps,
would not care to know, and whose home train |
ng and moral standards may be decidedly vicious.
BY the time those six school hours over and |
three home hours consumed IN "craInming." there 1