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

"that such is mere assertion" In
reply, / will refer to but one recorded
school fact; and that is that in a
statewide eighth grade examination
last year, about three-fourths or more
of the pupils failed to pass. Was
it because efforts were concentrated
too much upon essentials, diversified
too much upon erratic fads, or just
plain incompetency of the leading ed
ucational forces?
/ criticised the home-credit plan,
because school holidays are offered as
an inducement. A system whereby
pupils can gain holidays as merit re-
wards, and later receive dement's in
the form of decreased percentages in
their study examinations, is certainly
upon par with a faker's swindle.
1t may temporarily gull the children
into more active home industry; but |
sooner or later they will gain moral I
realization Of the bilkishness of the
reward system; and it will not be a
morally elevating realization. The
excuse is offered that the children do
not take advantage of such holidays.
In reply, | will say that when re-
ward is offered, it should be offered
in way that it will be desired, can {
be accepted with pride, without any l
questionable doubt of its fairness, or '
about affecting the educational stand {
ing of such pupils. To offer school q
rewards upon any other basis is NOR 7
ally injurious; consequently, I would a
ask, upon what basis of honor does a
The home-credit system rest2 It is e
by Alderman; who is Alder f
nanS Also, who is the most modern g
zed, irrational, erratic, leading S
chool instructor of the United States?
Time will tell. But examination tests
II pupils in studies and character
ire good signboards. Is
Teachers that eanOnt influence and "
neourage children to do their home II
Iuties, as a matter of duty to their q
'arents, and a credit to their own p
Vorth of character, are not fit to as b
ume character training; and those Il
such abilities should not he
ampered by any unjust set system.
Mr.. Dykstra says "that | do not W
eallze that the home is the funda- Ia
Mental institution of civilization ), 4,
Josh! 1t seems that the erratic. IRA
ional loeOed bunch of leaders in edu-
ahonal work, do not realize the needs d
[ the children, the homes and the
atlon. 1t is character; lust, noble.
lblime characters. possessing nm.
sltish, self-saerifeing love, and al
eep sense OF justice and fairness for
1 humanity.
In the common schools all efforts
lould be concentrated upon higher
laraeter training, and instruction in
le common Eiglish branches; and yo-
Itlonal training should come later in
fe.
| sometimes wonder if public school
forts were concentrated more upon
fiueneing and controlling character
'owth, wonld there be such a CRYING
ed for the Juvenile eOurtsi If that
gh appeal to honor and self-respOu-
bility, now being exemplifed in our
venie courts and modern prisons.
Is transplanted into our educational
stem, would there be such extensive
ed for such courts and prisonsP I'll
ounce Of prevention is worth
und Of cure, why neglect the ounce
prevention to the prospective fu-
re prisoner, while administering the
und Of cure TO the present convict
erlminalf Especially so, when the
nedy Is beneficial to all. and an
.rdose IS impossible.
Teach to spurn the tainted. before
'atlonal skill in acquiring. and
.ssing necessity arouses a desire
love for the almighty dollar.
"a conclusion. I vii say that those
crested IN educational problems.
aid read an article written bv TIE
sident Of the San Francisco State
NAL school, Published in the Feh-
~ number Of the Ladies' Homel
Irzsl Ny condemnatisa ef ~
sent school curriculum and educa-
y torues. IS very mild Ia comnar-
! foun truly,
GEO. C. NIFTY.
.ola, 0Is. Feb "a ls12