The sun. [volume] (New York [N.Y.]) 1833-1916, 1910-10-11

= cs.Oasissa WIN the Rs.ui', ss,,n.
- GngoDs o. Net - Our Albania.

To rHH EBiroR ~ las -. go.
have been much intsr~s'sH r
lsttsrs % THE SrS upon riura' r -.
public schools N one ~ishss -,
exact idea % shat public s-hoo. a... -
In the grammar grades 10 doing .r ,-...-,
the way % Ge, n l. 20 compare ....,
ton With the same grades % o.. =.
thing IN the advanced Europ-,r .- .- =.
Thus compared. American rgn .-.,,l
education - q, . hopeless disAdvar.4.-
My husband had a. one time . B. s-.7.,,
q young SUtss who had bsg7 %. a,
. waiter and cook and Shn could r,,,.
ar absolutely grammatical ani p-f'ss.I,
spelled letter either In French or .r fDy-,I
All the direct early education h. ..f 80,
had consisted Of the rudimeu,s a. A....a-.i
In . free school Of his native Gara.s
child aged ~ Who used to bTng fo-,a a..
wash In . small south German toNn f.v
years ago was an amAKement tN - urb
her neat list. which she wrote out Tor h.,
mother. and her correct -Rechugns. d,
Arm. well shaped nEurc-. In which a ,hor,s
every piece was . different pri,. he.
was never . mistake In either items ~ ,o,,,,
have had . young chamberms,i i-ov
Cork Who kept beautiful household accnun,,
In . nice English hand and wrote ul,7 snod
grammar and spelling an eAcellent Ist,.,
and who had been through her all grads.
n
q religious order and supported ~ N.
Government in ireland.
Thee are examples taken ~ ranto-,
Any one who has travelled. keepinR an ,v.
open. knows that they are not Exceptional
The grammar and spelling are tnyarahlv
better than they would he IN similar ron1
tions here. the arithmetic 10 a. least a. sno1
the writing ~ . rule has incomparahly nor.
Of the elements Of character and Srl.
N leNs "a T. 4
has Assnredly less distinction. IL NOR rom.
monplAce and vulgar than any other WIT.
ing in the world.
AZ to other points. the defence ~ ~.
schools by the Brooklyn teacher contain.
some startling ideas. How very riEh, hs,
when sAys that no real know ledge 81 he
history Of this republic IL possible vihoIt
owledge Of the roots and springs deep n
the life Of the English people. vheuoe y.
came But how can q person have mi.
understanding who in another breath %.
duces the HstisfAct oTiness NJ the amer.
lean public school from the fact that N.
children there mostly know more than her
parents do or did since whom has N.
public school not been the school NJ the
people, Does the Brooklyn teacher eyp@ct
that the mass Of his pupils shall bring 70
school the same usaGes 81 familiar speech
as II they we're the offspring ~ Harvard
professors AND THIS brings me N bic laH
contention He believes that the grammar
grades should and can instil the love n, ar'
noble poetry. all the elevated conditions ant
activities This 10 part OF the almos
pathetic. misguided pretentiousnes- n
nearly all those who. directly or indirectly.
have 10 do with the making 81 Amer,csn
public school education as II - A. The rre..
ent day. The grammar grades cannot ct.
er, explicit R-'hetic influences Such
not their purpose And this for reason.
which. II they be moi perceived. need no,
he enumerated. They can. however. 81.
tablish foundations without which no, anv
one Of the higher apperceptions can ever BE-
cultivated to any Use.
The public school can teach discipline II
can enforce concentration without thu
habit Of attention and the habit Of study
ground and hammered into the pupil moth.
ing educAt ionAl that will ever come In hH
way thereafter will yield him its full pros,
or be vitality assimilated nv him And 'hr
10 something Of which none Of our Amh.
tious educators. big or little. with all ther
barrenly meticulous study Of the child. and
their whole prodiRio assortment Of dss.
perate not ions as to what should ~
taught. have seem nEly the smallest psrcsp-
ton AZ this moment
OTHKR LANDS AND PEoPLE
BOSTON. Octob 10.