Newark post., 1912-08-28

In her | hoped we should find a
champion Of the classical course
who would set forth in due order
the arguments for continuing that
course in the high school and col
lege. and for ignoring the de-
mands of some OF the people for
q much more practical education.
Surely she. if any one. might have
given the arguments which should
be 50 Weighty as to Justify the
spending Of millions Of dollars
and millions Of hours of time.
upon a study Of languages used
by peoples long dead, while girls
and boys are sent back to their
homes after years in high school.
not knowing the principles Of
sanitation. the art Of caring for
their own children or how to get a
living. Yet she, in place Of such
arguments as would explain to in
curing readers why this unnat-
ural and merely fashionable imi-
tati0n Of real education is con-
tinued at all, contents herself with
a main argument, which may be
summed up as follows: That |
am. aS to this subject. another
amusing Don QuiXote, that | am
''tilting against windmills' - and
imaginary powers, that I take
the position that the boards of ed
Ucation are "a cursed BROOD
who ought to be "eXtirpated "
Retiring from any attempt to de-
f"nd many of the positions in her
former letter. she, in short. at
r"mpts TO reply to what | have
said by the statement that | am
amusing and that what / contend
against does not exist. To sup
port one phase Of this claim she
cites the fact that Delaware Col
1ege offers engineering, agricul-
tural and science courses and that
no one need study the classical
course if he does not wish to do
SO.
Taking these assertions in their
order: There is an old rule :,
When you have no case ridirTlle
your opponent" Were Lttf1e only
one who attacked fashionable
education of our~schools and col
leges | might Be better subject
for Jest But there are thousands
OF tVCughtful educators. thought
Ri writer's, thoughtful youths
and thoughtful taxpayers who
feel that the opposition | have
manifested is essentially right.
No one can dispose Of the criti-
cism of present education by as
suming. as does Mrs. Dawson, that
there is no need for eliminating
the study Of Greek and Latin,
and other impractical courses,
which take time which might
be used to teach boys and
girls to be healthy and prosper
Gus. 70 assume that | might say
"cursed BROOD when | have
neither said or limited it. is not a
proof Of the value of a classical
education. The windmills, ! may
add. which grind out words in
stead Of ideas, are not so hard to
find among the instructors OF
youth as to make any reference to
windmills, by Mrs. Dawson. wise
As to the courses at Delaware
College! If Latin and Greek are
cumbering the minds OF students
who are to return to practical life
then the fact that the students
might be studying something else
if they resisted the opinions OF
the teachers of those language
Y studies. is not a sufficient answer
to the demand that some one in
form the public why they are be
ing taught to the exclusion, III the
time devoted to them. of more use
full things. The course of prepa
ration to enter Delaware College
tends to make the youth who ha:
not taken Latin feel that he i!
only educated according to pie
bian standards; that he is only
sort of half-educated man at best
It is against this falsity that
protest. But the college deals
with only a tenth or so Of thu
students. why not consider th'
high school also? The purpose O.
much Of the work done at thu
hieh school is to make student
ready for the classical course a
the college, this effort ought to b.
used to make them ready to car,
for family and get a living an!
understand the beauty and actlvl
ties of life. The classical cours
sits on the necks OF the hlgl
cohnol students who have beel