Vilas County news. [volume] (Eagle River, Vilas County, Wis.) 1896-1927, 1908-10-28
SERIOUS RESPONSIBILITY TO Ex.
EMPLlFY OUR INsTITU-
TONS BY EXAMPLE.
EDUCATIONAL METHODS ON THE
ISLANDS ARE YET IN Elk
PERTINENT STAGE.

er of education in Porto Rico, ad
dressed the peace conference here yes
lterday.
i DR.. Falkner said among other things
that American institutions must pre-
vail in Porto Rico because of their ex
cellence;; they must not be forced
upon the people. 1T is the serious
responsibility of the American govern.
ment of the island" said he, ito give
not by precept only, but still more by
practice, such an exemplification OF
true Americanism that it will be truly
desired"
DR.. Falkner went on to emphasize
the Importance of the progress al
ready made in the matter of education
Said he:
I'VE practically gave them choice
We had in the principal cities certain
schools conducted in English and
other schools conducted in Spanish.
From the start, the English schools
were the more popular and always
had long waiting list. With the con-
sent and appreciation of the local au-
thorities and to meet a local need,
the English schools were gradually in
creased in number until the Spanish
schools ceased to exist. The example
of the larger cities was followed by
the smaller towns until today the
town and village schools of the Island
are practically taught in the English
language.
THAT this step, so important for the
future characterization of the Island,
could be taken was due only to the
fact that the corps of Porto Rican
teachers had been making rapid stud
les in their work and in the acquisi-
ton of the English language. Since
the greater number of schools are
taught by Porto Rican teachers, we
can hope that this progress towards
Americanization is a lasting achieve
ment. 1t is in no wise dependent up
on imported teachers. For it's com
plete success it needs only the care
full supervision OF a competent corps
of inspectors.
What has been done in the schools
in promoting through the English
language a closer touch between the
two peoples is not only a notable
achievement in itself but a splendid
illustration of the manner in which
the great problem of Americanization
should be approached"
Former Assistant Commissioner OF
Education Everett w. Lord also spoke.
Mr.. Lord said that educational
methods in Porto Rico had been ex-I
detrimental land must continue to be
so until we are able to adopt a more
definite colonial policy than has yet
been approved by Americans
Mr.. Lord went on to say in part
that the idea that the type of educa-
ton in Porto Rico should be deter
mined by single man was expert
mental; and it is often urged that it
is not in accord with American ideals; |
But, he added, 1T has proven to be
workable and it is probably the only
form of organization which could be
successful under circumstances such
as were found in Porto Rico.
Zone of the principle experiments
had necessarily to do with the lang |
uage to be used in the schools. Eng
lish was at first assigned to a subor-
dinate place being taught only as
special subject. The system of spe-
cial English teachers was followed
e.. hut ORC Ill
ally forced to realize that it was not
a success. The teachers were doing
their best but the children were not
learning English. Then some of our
most practical men suggested a new
line of experiment. A teacher with
knowledge of English was placed in
entire charge of a class for half a
day, giving the lesson in English,
American textbooks being used.
For the other half day the class car
ried on its regular work in Span
ish. The success of this expert
ment was evident. This Led to a
still further extension of English an
til now English is really being spoken
by teachers and pupils and its use is
spreading rapidly.
1.-THE agricultural schools have yet
to get beyond the experimental stages.
is the natural industry of
Porto Rico, yet it had never been sci
entifically practised. The crude
methods employed necessitate an I'M
due expenditure of labor and result |
in comparatively scanty return. So
it was reasonable to feel that this
subject deserved attention. Schools,
provided with gardens and equipped
with tools, were established in all
districts of the island. We quickly,
learned that few of the Porto Rican
people cared to have their sons
taught to- be farmers; they looked
upon education rather as something
which should relieve them of the ne
uessity of tflling the soil. The num-
Der of agricultural schools has dimin-