The sun. [volume] (New York [N.Y.]) 1833-1916, 1910-09-27
TANNING THE Chilli.
a Defence 90 the system IN Use m m.
Public Arhanla

To THE EpIIoR or the srv-s,y. pa.
ent- thinks his daughter shouldn't read ~.
/ history Of England until she has a ,horo,,,S
knowledge OF that Of her native lana
Has Parent q thorough knowledge, .,
the history OF his native land, whi-h.r.,
that land may be- Does he Know any ons
who has? II not. wouldn't hia notion A.,
bar his little daughter from ever reaa,n.
the history OF England
IL Parent quite sure that the dir.r,,,,
OF book IL Rlwavs in direct propor,ton ;.
tho number and size Of Ito pages Nav no,
the con page history OF England he A s,r,nl.,
book than the smaller manual Of the H..
tory OF the United states that his dauEh,s.
had last year? HUT even N n ism, b..
daughter il a year older this fall and should
he sble 20 deal With harder books and NOR
diiicult subjects.
When Parent says. 1t IL certainly NM.
important that American boys and sirl.
should bs trained how TO speak wrta .nt
calculate accurately than that they aho,ld
have q more extensive knowledge Of ~.
history OF England than English born chW.
dren OF the same age, he seems to hava
said something. but has hes Has he shorn
that American boys and girls ar. no,
trained to speak, write apd calculate A..
curately-r Has he shown that the study
Of the history OF England would tn'erta,.
with such training? HAS he shown th,,
English born children OF the same age Az
not have to study an sOo page history a,
England? And II We can get II don.
wouldn't II be admirable for AmAric.n
children To know more Of the history a.
England than English born children Of the
same age
Would It be worth while to poin, ou, 10
Parent what his little daughter undoub,.
eddy understands. that some know ledge ~
the history OF England IL essential 10 even
a fair knowledge aud comDrehen.,on ~
hIafOFK a la
Of our Institutions, our literature and Of
our daily livesp How does the reading 81
history, Isn't the history Of EnEland =
mos, important part 81 general hisory'
d,S Mhen rsrs enr s1Ss o. GA. .chocl chi.
language l. ungTammatical and thai they
cannot write simple sentence WITHOUT
easy criticism not novel and not inspirsd
by knowledge. The first question would
naturally he. vho concede ~ much and
one would hardly need 10 point ou' that
the kind 81 language child hears al home
habits are formed sefSf. n. Shid dn sp,.,.
school Training ia language. like charity
should begin ~ home Becanse ~ ths
children will Use ungrammAtical eHpres-
. ons They will make mistakes because
lhey are children aud because the EnEiish
language brtstle= With difficulties excep.
tons and cont radiCtions
English spelling - - contradictory and
seriously questioned whether Il 10 worth
while To learn 10 intricacie- and ncon-
= lStenCIeS However ! have no doubt
dren Of he grade IN which Parent - dauEh-
ter - viii on any fair test spell better and
write hotter than their parents This may
be- seen IN our schools every day by an In.
speCt Ion Of the notes received from parentA
but -uch comparison betNeen the wora
Of children and their parents. however
successful the children might he. IL q tFe-
mendous handicap ON the children. N q
lair competition. comparison OF what q
large body OF our school children Of to-day
do with what their parents at the same
age actually did not what the parents nos
think they formerly did. would Cauee the
parents 80 hide their diminished heads
When Parent says The great majority
Of children leave school after they finish
the grammar couTs~.- he UNDERSTANDS the
cass but he gives one Of the best reasons
" hy Ne should Ket into the grammar course
all The history. all the literature, all the sri,
nj N" poetry. all the inSpiratonal Uors
Ne can Another PAHENI.
BEuuEiYS. September -.