The Columbian. [volume] (Bloomsburg, Pa.) 1866-1910, 1907-03-14
OUR PUBLIC SCHOOLS.

Probably the most important
public question that agitates the
public mind, is the Public School"
question. Probably no other ques.
ton so deeply concerns every ind q.
vidual as the question OF education.
1t is in reality personal matter
that should interest, even the mo st
thoughtless and uncoucerned
What is community, where no in-
telligence is shed over it, 10 bright
EN- society, through the influence
of the public schools and literary
attainments. Outside of he God
given endowments OF superior III.
stincts and crude knowledge it
could not be compared otherwise
than acolony of brute existence.
When we consider what educa-
tion has done, and is doing for
every community, we need not be
surprised that the most philanthro-
pic people, at great sacrifice, are
engaged and interested i'll its p.o-
gress and development.
And the more should all the peo.
pie be interested, for the reason
that the system of education is
gradually, as it progresses, costing
them more tax and money, and
they should thoroughly study the
question. to see whether they get
worth of their money for the intel
lectual Improvement of their child
ren, and if not, have to remedy the
system to an efficiency that they
will get the worth of their money.
The degree of intelligence of every
community, must necessarily de-
pend. not only upon our public
schools, but the efficiency upon
which Our public schools are con-
Quoted.
All reasonable parents pride
themselves when their children
make ra oid progress in their stud
les, and department of school con-
duct, under the leadership and in
struction of competent teachers,
and under no reasonable circum-
stances will the parents keep their
children out of school, when in
care of faithful and persevering
teachers. In such schools the
children's time is regarded as far
more valuable than money. With
such teachers tardiness and truancy
are things unknown among their
pupils,
Such teachers are public bene.
factors and highly commended by
appreciative communities where
such acceptable services are render
ed. AS education is above all
things most desirable and valuable,
the services of such teachers are,
also above all consideration the
most valuable that can be rendered
to any community and they should
be properly compensated therefor.
But since so many young people
aspire to be pedagogues, an am-
bition SO highly laudable. and hon
orable, and for which. so many ac-
quire the necessary intellectual
qualifications at sacrifice OF much
time and money, but book learning
alone, evidently, does not properly
qualify, nor fit teachers for the
school room, since so many prove
miserable failures.
Since the teachers salary is grad
ually rising and the people are so
highly taxed to keep the schools
open the required length Of time,
and as It so often happens, in near.
ly all school districts, that some
teachers, who are empl Dyed render
such poor services that are more
detrimental than beneficial, where
by not only the taxpayers are rob-
bed, but their children are robbed
OF their time and opportunity,
which are far more valuable than
gold or silver. Hence the question
so often asked, at every term of
school, and burning question it
is, whether such teachers should
be allowed to continue thei. schools
to the end of the term for which
they were employed. We often
hear the expression. Better pay
the teacher for the whole term,
send him home, and save the fuel. "
Time wasted with children al
school is not only lost, but ire
deemab.e. Opportunities have fec
which if properly utilized, would
have developed into a mine OF
wealth, in the store of knowledge
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