The Manitowoc pilot. [volume] (Manitowoc, Wis.) 1859-1932, 1913-05-15
EDUCATIONAL.
(BY c. w. MrIsNEsT.)

part s)f we'll intetioned but misinformed
reformers. 1t has been live topic OF
debate in California and is being dis
cusse,l in number of states, including
Michigan, Illinois, Ohio and Wiscon-
sin.
In Michigan the public interest in
the state adoption of books as opposed
to the present district and city selec-
tion has been stimulated through the
campaign led by Mr.. FL. e. Straight
of Coldwater. a member of the legisla-
tire, who Introduced bill for unifor-
nifty in the last state assembly. OPP
position to the measure has been al
rnost unanimous on the part of the
school people. The arguments of the
latter have been ably summarized by
Mr.. Harry r. Pattengill formerly
Superintendent of Public Instruction
of the state of Micigan,) of Lansing in
public debate with Mr.. Straight.
Mr.. Pattengill has urged the following
reasons against uniformity:
l. 1t tends to create monopoly and
restrict Wholesome competition.
2. 1t invariably lowers the quality of
textbooks used in state. No state,
now under state uniformity law, has as
good textbooks as has any state not
cursed by uniformity. Every state
adopting the state uniformity plan has
beencursed with some utterly worth
less books AS tn ese adoptions are for
| five or ten years the child is handicap
ped in getting his education. To make
showing of economy the child is
hampered in his progress and cheated
out OF his time.
3. In many of the uniformity states
books cost more than in non-uniformity
states. Witness California and Kansas
as compared with Minnesota and Mich
gan, the former two 70 cents per capita
and the latter two so cents.
4. In uniformity states where books
cost less they are poorer books-reduc-
ue. Biographies first adopted by
| indiana, were cast off set made from
plates long before consigned to the
junk pile, and had long been suppressed
ed by better books. just this year the
speller adopted for ten years by the
Indiana board, Is In the opinion Of its
author and publisher IN incomplete
one. Shortly after the publication of
the state edition of this speller new
and enlarged edition was issued and
offered everywhere, except in the state
where the ten year adoption had been
made. The new edition contains 40
more pages and $500 additional words,
or fifty per cent greater vocabulary
than in the other edition.
5. The cleanest, wisest, ablest, sanest
educational sentiment of the country
is opposed to the state uniformity Of
textbooks.
6. The states under uniformity text
books are, with three or four excep-
tions, southern states or sparsely set
tied plateau states. The southern
states were saddied with the system by
the exploiting "carpet-baggers" fol-
lowing the Civil War days. They
hang onto it now probably because of
the black and illiterate population OF
many districts.
I. Seventy-five per cent. Of the
population and 80 per cent. of the in
telligence of the United States of
America live under the non-uniform-
ity textbook system. Almost every
progressive, populous, up-to-date state
is "a non-uniformity textbook state.
There is scarcely teacher in any
Michigan college, normal or high
school, that believes in state uniform
ity of textbooks. The State Teachers
Association, Schoolmasters' Club and
Superintendents Association are well
nigh unanimously opposed to state
uniformity Of textbooks.
$. State uniformity takes away from
teachers the alertness and growth
fostered by variety of texts.
8. In uniformity textbook states
about 90 per cent, of the books are
changed every adopting year; in coun
ty uniformity go to Is per cent; in
district adoption not 20 per cert.
TO- State uniformity centralizes toe
much power in the hands Of few
persons constituting more or less of ,
/, political board. at distance from thu
people, who are to pay for the book.
this state selects.
IL. Eight states that have had uni
form textbooks have discarded tn,
plan, some after 10 or l5 years OF trial
Minnesota, Missouri, Michigan, Ken
lucky, Delaware, Vermont, Wyomin,
and Washsngton.
II. The people who pay the bills d,
not desire the uniform plan. 1t Il
, fomented by jealous pseudo-reformers
scheming but unworthy publishers u
get an opportunity 10 unload on th
unwary public books that cannot viii
: their way In the open market.
| l3. Uniformity does not consider di
versity OF conditions, differeot classe
/ OF pupils, lengths OF terms, occupa
tions and desires of people. II dist
rlct is composed OF patrons able an
willing to pay for the best books, VIII
should they be obliged TO take poore
q ones, and the teacher be subjected to