The Delta independent., 1913-09-26
The Futility of Our Cchools.

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Evidence multiplies that grave
doubts are springing up and spreading
as to the wisdom and benefit of the
use made of the public money for the
purpose of instruction. When free
schools were founded in New England
it was on the theory that in commu-
nifty where all were to be voters and
were eligible to take part in the affairs
of local government, everybody must
be fitted both to vote and to hold Of
flee, and that it was the duty of the
state to see that they had a sufficient
training to impart such fitness. What
was then called a common school edu-
cation was thought to be and as a mat
ter of fact was adequate for the pur-
pose The studies followed were few
and comparatively simple, but suffi-
cient to make intelligent citizens of
those whose training ended with them.
as well as to furnish the groundwork
for those whose ambition and abilities
led them TO look higher.
mere II " d. NbANtlN FA4- anu -aAStAs r.
We think. the duty Of the state ended.
Boys who aspired TO professional ca
reers had to look to their parents or to
their own efforts to reach them, and
the communities which resulted were
OF as high an order as any that have
ever existed in virtue. intelligence and
thrift nliteracy was unknown, and
only those with good capacity and
strong wills rose above the common
walks of life, where the others were
contented to remain, lifted far above
the common lot of old world artisans
and tillers of the soil. AS the school
system spread and became part of the
life of growing towns and as wealth
increased. the curriculum insensibly
grew and expanded until it has reach
ed the proportions which exist today
under which boys and girls are carried
! from grade to grade up throug' the
high schools to the very portals of the
college and university.
Courses are pursued and so-called
education given which leaves thous-
ands of pupils on the threshold OF
their careers with no trainig whatever
/ to fit them to make their own way
| Here is the weak point, in fact. the
radical failure of the system as at
present administered If the public is
10 be taxed for the education of all
/ children. II has a right TO expect and
demand that the education is such as
TO insure that the pupil turned out
shall not thenceforth be charge upon
the public In the past few years
some attention has been given to
teaching sewing, domestic science
manual and business training. but it is
only the beginning.
/ We maintain that if IT Is legitimate
to tax the public at all to carry chill
dren beyond the old common school
requirements. every penny raised
should be diverted from the ornamen-
tai branches now taught, which give
only smattering of heterogeneous
and unrelated subjects, and so applied
as to fit boys and girls to take care OF
themselves Mere intellectual educa'
tion is being overdone and average
brains are becoming cheaper than mus.
Gle. Let us revise our methods and
insist that every child our public
| schools take charge of shall. if We are
TO carry them beyond the primary
stage. be thoroughly trained in some
branch of industry or means of liveli
hood Most of them when they gradu
ate have to begin all over again. and
| the whole tendency of their instruction
and surroundings is 10 give them Al
aversion to everyday callings. 1t is
high time to remedy these conditions
Field and Farm.