Polk County observer. (Monmouth, Polk County, Or.) 1888-1927, 1913-03-07

tributable to what he is pleased ia
term "erratic fads," which has re-
suited in their losing sight Of the real
aims to be accomplished in common
school education We do not believe
it. We refuse to accept any theory
as tenable which tends to prove that
any pupil, who finds a genuine inter
est in his school and in his studies,
viii forget the important ends in
volved or the work to be accomplish
ed in the school room. We have al
ways thought that the more interest
any pupil showed in his work and in
his school life, the more certain
would be his progress along all lines
taught therein. 1t is the unstudious,
uninterested pupil that fails to pass
his examination, and to attempt to
prove that, because the pupils were
wholly interested in some one branch
Of the school work, that they have
failed in the others, is the rankest
kind of folderol. All efforts along
modern thought in educational mat
ters has been to interest the pupils
and to hold that interest, and that,
we take it, is the primary object Of
the home credit plan. Possibly. i'll
the home credit plan had not been in
operation, or some Of the other Ger
ratio fads" of which Mr.. NIFTY de-
claims, the percentage of successful
examinations might have been con-
siderably reduced.
Mr.. NIFTY tells one truth, however,
in his article, and that is that one Of |
the primary objects of the school sys-
tenn is the building Of character. We
all grant it. And if the child who
is taught that his duty is to share his
portion Of the burden at home, that
he should cultivate industrious hab-
its, and exercise care in his personal
and daily life, is not
building character, we do not know
how il can be done. This is the aim
IF the home credit system, as we un-
lerstand it. The schools of today are
from those of the past, but
70 is practically everything else in
he business and social world and our
educational system is but keeping /
tep with the march Of progress. [
Those who still cling to the old idea
hat the "three Rs'' comprise all i
hat is necessary in education are
lappily becoming less numerous but 1
occasionally we find such person, I
he latest notable example, evidently |
'eing the Eola critic. I
We presume that the attacks Of {
fr. NIFTY will not seriously affect |
be scheme. But il must be admit !
ed that such arguments, and the po- G
ition which he assumes, have form {
d the most serious obstacles to the s
of 0regon's educational 4
ystem. While many in this state i
ave been satisfied with old-fashion- ?
ways and antiquated methods, c
ther states have taken advantage Of c
iodern ideas and have brought their n
,hool systems to a high standard Of il
iciency. They have forsaken the &
1t, so to speak and placed their G
'hools upon a higher plane, ready p
J embrace and take unto themselves n
le best which advanced thought has h
Iggesled. But Oregon IS rapidly Il
king her place il the fore front Of p
uogress in this regard. notwith- b
anding the objections Of those who a
ing to the errors Of the past, and p
probably no other state of tie un- "a
a has improvement in this regard "
en- more pronounced There Is still e.
Ie great feature along this line, b
'wever, which must Be improved BE- m
re es shall reach the goal. and thar X
more remuneraiive salaries for Cur
aehers. II We would retain cur "
st instructors and permit them foi ~
'e our ehi|drsn fhe bencfI 81 ihs liI
sining they have recsived ia the in IA
luiiens Of lis state. theT mnri n ma