Newark post., 1912-08-14

lDf INSTRUCTION nave an advocate
in Mrs. f. w. Dawson. | had be-
gun to think that. with the excep-
tion Of Prof. COnOyer. the numer-
Gus supporters of the present
courses might not be willing to
even tell us why they oppose what
some of us regard as progress in
education. Mrs. Dawson. grad
uate Of normal school. where she
learned much as to teaching, a
teacher of the highest class, a
graduate of a New York Normal
College. where she learned how to
instruct teachers in the art of
teaching, is probably as well fit
ted to defend the present system
2f alleged education as any who
reside in this part Of the country
Though she speaks of herself as a
''mere mother and housekeeper. y
she is learned in all the arguments
which may be used to defend a va
riety Of education which has so
long been Il part of our method Of
taking the time of children in the
schools.
She writes: A French educa-
tor says that the education of
people is at once the consequence
Of all that it believes and the
source Of all that it is destined to
be. OF the real education this is
true. OF education as it ought to
be. as [ feel it will some time be.
it is true. OF education as it is in
Newark how far indeed it is from
truth. Is education. as now the
topics and courses are made up.
the consequence of all we be-
lieve? Or is it the consequence of
what the Board of Education be-
lieves. or of what the men who
control politics and thus by subtle
but not less sure methods. control
the selection Of the members of
those boards believe? ? Is there
common belief of the whole people
which flowers in the selection of
Latin. for girls who have not ac-
puired a knowledge of household
sanitation. who will never see a
college but will soon be farmer s
wives, trying to cook dinners
while they hush a crying child. or
plan economies for tomorrow S
meals Is there a general belief
which has as d consequence
course in plane geometry for
boy who viii iii few months be
on a farm Is Latin 50 important
a part Of that education that it is
source of all we are destined
to be" that ii should be allowed
to crowd out the development of
character. the knowledge of use
ful things and Of our national lit
erature which might be gained
while Latin is being studied by
boys and girls who are soon to be
in shops, stores and farm houses
The real education is one thing
the course which the Delaware
State Board Of Education is offer
ing is quite another. Mrs Daw-
son recommends to \ Parent
that he asks that board what to
do with his son. as TO education.
The answer of that board is be-
fore us. and it would be extreme
ly unlikely to give any other. The
answer is the present Inadequate
and old-world courses of the high
schools and Of the classical depart
ment of the college located in
Newark. If the board believed
something else better they would
provide it. Little would one be
likely to gain by asking informa
ton of the creators of the list of
studies we now have?
Mrs. Dawson refers to my per
sonal experience as reason why
| should write upon education. i'm
plying, at least, that having taken
a course in college where the
classical course was taught | am
myself an example Of the value OF
that educational course which
oppose. The argument is not
valid. for if it were it would be
TRUE that if. in that college. | had
been compelled to study the Pari.
fashions from the year 1920 to the
year 1893, then the system which
included that course must be
rightly constructed insofar as that
study is concerned. | did not gain
anything of any appreciable value
BY two years of Greek and | gave
my books on Greek away at the
end Of the course, and have never
regretted that ] did so. had {;
part Of year Of Latin but by per
sistence ! escaped taking more.
| do not think | gained any