Newark post., 1910-05-11
OUR PUBLIC SCHOOLS

he interest that was manifested by
all classes OF our citizens in the re-
cent election OF two members OF the
Board OF Education is an encourag-
ing sign OF the general activity which
has TOR some time characterized the
town Of Newark. Men are beginning
to realize that the interests of the
toWn-the schools and the council es-
pecially-are their interests. and that
as citizens they have right and duty
to express their opinions by a vote, if
III no other way-of town affairs. In
the past, indifference las prevailed
among the majority OF Our citizens par
ticularly in regard to the control of
our schools. If the election that was
held on April 80 was the means Of
changing even slightly this indiffer-
enct, and creating an honest, genuine
interest in educational matters, it was
good thing for Newark.
AT such a time, we may do well to
look closely into our schools. Many
OF us know about them only from gen
eral or individual opinion. We send
our children to school daily, we know
in general way what they are study
ing and what progress they are max
ing: we appreciate the difficulties and
troubles that sometimes make the life
OF the school teacher almost unbear-
able, as law w-abiding citizens we accept,
as rule without question, the action
OF the men whom we elect to govern
our schools, and, finally, we--at least
most of us-pay our annual taxes But
how little many OF us know in detail
about the financial support OF the
schools, or the proficiency, or the
progress that is being made in the dii-
ferent departments! Some of us cri-
ticize without knowing the facts: others
know the facts, but keep silent. 1t is
the purpose of this short article to set
forth as clearly and honestly as pos
sible the things which every citizen of
Newark ought to know.
As a starting point we may take the
year 1904, the beginning Of the period
OF service OF the present Principal At
that time there were about $40 pupils
enrolled, and seven teachers employed
The schools were divided into ten
grades, but the course OF study was
but vaguely outlined. Every teacher
knew, of course, what subjects she had
to teach, what books she had to use,
and what ground she had to cover But
subjects were often taught in me-
chanlcal way, too much dependence
was put on the book itself rather than
on the teachers own individuality and
independent understanding of the SUBJ
| Ject, and frequently what was in the
course was not carried out.
In general, it may be said that the
work OF the first eight grades was we'll
done, but the grading was not good
nor the work clearly laid out. The
two of the two high school grades was
poorly planned and often imperfectlv
executed, Physics. for instance, |
| have been told, was studied but for
two weeks in. 1908. What has just
been said here is not said in the spirit
OF criticism 1t is simply statement
= of the facts. Conscientious work was
done, OF course, by teachers and pupils
but the schools had not then felt the
influence OF the progress in methods
and instruction i'll public school work,
which has III recent years been sho,ss~-'
in Delaware es-s,n''-"s- =
the advance which has
been made in the course Of study since
1904, let us have before us III tabular
Al. II. 4 = FL,