The Washington bee., 1911-01-21

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nave wide interests. | have sought
the best representatives in everv line
OF science and art that are considered
necessary Tor the highest individual
and racial development. In the 0Din
ION OF the writer a teacher who i
such pronounced and cOu6rred
specialists as to be wholly absorbed IN
his subject TO the utter DISREGARD TO-
all others IS IN no position to labor IN
a normal school, which seeks to re-
vltallze the elementary schools bv an
apprC0rlate and advantageous corTaIa
ton of academic subjects and SYST
matte coordination OF theory snd
practice.
Industrial courses are not to t-,;,,
farmers, mechanics or domestics en-
clusively, but for intelligent citizens
who know how to successfully NV,
their several and diversified arts and
crafts. No school system needs
schools of blacksmithing or COOKING
any more than It needs schools of
psychology or English The tecbni-
cal and industrial schools were Iarge-
ly a protest against the older eduCa-
ton. 1t was natural at first they
should be separate institutions. but in
should be trained III a cOsmODOlitau
atmosphere, IN an environment much
broader than Individual interests
ReOrganize the two high schools and
arrange to have more than one ave
nue. into life Pupils pursuing varied
courses besides mingling together
should acquire proficiency, each in his
own line, and a sympathetic breadth
OF character results from daily asso-
cation As an illustration of the
truth OF this statement, the State Uni
YerSlty, embracing the several col
Ieges OF law, medicine, theology, ag-
rlcuiture and engineering, is unsur-
passed
A prominent writer in describing
the development of Southern Russia
III wealth, cuEtIvable area, volume of
crops and minerals, makes the follow
ing comment on education. The
schools are of very low grade, and
the number ought to be increased, but
the officials who have charge of such
matters answer the criticism bv say
ing that they will start a school for
every competent teacher that can be
found. 1t IS not a question of school
houses, they declare, but a question
of teachers Prof Thorndike, in dis
Cusslng the elimination of pupils for
school, says the one main cause of
elimination IS the InCapacity for and
lack of interest in the sort of intel
leCtual work demanded by present
courses of study. Neither free school
ing nor compulsory education guar
antees even a solid elementary train
ing for all children. The amazing
phenomenon in human life is the alb
solute forgetfulness by adults of their
childish thoughts and feelings. The
general attitude which assumes that
childhood is a preparation for life,
is a colossal blunder, and doubtless
the cause of many mistakes made by
mature folks in dealing with younger
people. By their teachers Beecher
was regarded as a Ounce, Webster as
a failure, Spencer as dull, and Frank
lin as stupid. Records fail to show
that Emerson, Huxley, Shakespeare
or Edison ever led their classes In
school. Suppose the genius just men
toned had been denied the opportu-
nifty for advanced academic or techni-
cal training?
Good land grows weeds when no
crop is planted, so the pupil who is oc-
Cupied with no interesting task is a
perennial torment. Let us not con-
denim him, but make the psychology
cal experiment to ascertain his tastes
and aptitude The average teacher
| knows books better than she does
children. The pupil whom most
teachers would designate as good, US
ually lacks independence, enthusiasm,
Originality and achieving power. Chill
dren are actually living and their lives
must be respected Utilize the theory
as set forth by Prof. Dewey and in
! herited from COmenlus, that educa-
| tiOn IS not merely a preparation for
| lift but is or should be life itself
Rousseau declared ordinary education
sacrifices childhood to the acquisition
of knowledge or rather semblanCe of
knowledge, which is thought to be
useful 10 the adult, whereas life should
| be as complete as possible during
| the transient period. COnseTVatiVely
speaking, four-hfths of what is learn
ed in school IS forgotten, but the
thirst for knowledge and prediction
| for self-impTOVement having become
grated on the individuals mind, the
| teachers labOTs are rewarded. Pupils
learn to forget, but strength is devel-
oped for what is next to come. In
other words, facts and theories serve
as the scaffold in erecting mind. The
school is not So valuable for knowl-
edge impaired as broader fields are
, disclosed, not so much for what it
does for the pupil as what it inspires
him to do for himself. Learning for
life and the knowledge of this decade
may not be the knowledge Of the
next, but with fundamental training
the individual can keep abreast Of the
times. What Washington needs IS
professional teachers of broad expert
ence, who will readjust and revitalize
its high and normal training schools
curricula.
Rev. White Calls a Conference.
Arrangements have been completed
hzv- r9E