Albuquerque morning journal. [volume] (Albuquerque, N.M.) 1903-1926, 1915-02-11

must per SEE work well with Span
Americans
parrot-Iike English.
one Of the principal objections TO
Dr. Roberts plan is the fact that
establishing separate schools for the
spanish American children, even if
done with good and sane purpose,
viii eventually tend to segregate the
two races and keep them far apart, a
thing lamentabie for the better inter-
ests of our commonwealth. Another
objection he children Of Spanish de-
scent would be denied the privilege
for three or four years, of hearing
daily the Rotations IN English and
mingling with their classmates If
they Were only to hear their own
language and not the English, this Of
itself would be a great loss to them
the training of their ears to the Lam
guage which they must learn. Also.
with only instruction In their own lam
R0aEe aud only a small dose Of oral
English parfnt-like1, they would
have to begin English at the end of
third or fourth year where they
could Just as well have commenced
at the outset Whit irreparable loss
would that he to the Older children
who perhaps IN two or three years
hence. are to leave he sehoolroom
never to return.
As far as | can reason, Dr Rob-
erts address is made of nothing more
than contentious to prove that hilin-
gual methods are wrong, and that Is
why he cites authorities from every
where except New Mexico. yet, he
knows of no error in all our peda-
gogieal experience more persistent
than the tendency of the school man
to generaliae" IL the normal uni-
versity in teaching Spanish to Anglo
Americans uses a bilngual system, /.
e., TRANSACTIONS and conversation for
the benefit of those who do not I'M
derstand the language as he wrote
10 me some time ago, and also, uses
daily in his classes bilingual books
De Tafnos Clusters, ete.-why. for
the love of Mikel so many authorities
from everywhere. In the face Of actual
facts, to prove that Il Is not wise
TO permit Spanish-Americans in the
rural schools the same privileges that
are given to the students at his nor
mali II there Is anything at all
that eve must have, In matters edu-
eatlonaL It is consistency and with
II We must have a solicitous desire for
the utmost good of the children. and
sometimes we must sacrifice our set
opinions
Mr. Ward at first thought that DR.
Roberts commentators must have
misquoted or misunderstood the doc
ter and that he tRoberts1 advocated
a billngnal system. Wrong. Or. Rob
efts is not an advocate Of q billngual
system ii our schools; but notwith-
standing this he uses a hilngual sys-
tenn ana hilingaal books ut his nor
mai Here, practice. theory. expert
enee, sound and set pedagogical prin-
ciples do ROT apply. because. he knows
tine apperceptivo mass" of his "pu-
pills and their home terminoiogy, ana
makes the school work harmonic
with them.
Authority From Wales.
but let us quote from Dr. Roberts
speech, when he refers to the report,
% the chief inspector of schools for
Wales, Of a small committee Of teach
efs Of great ability and long expert
ehee. when they say. He reads
words with which he associates no
meaning, and is denied access to the |
written word which would at once
can up ideas and stimulate his intel- /
llgenee. Thus when he has attained |
the age OF six or seven. his book tells !
htm nothing The language he reads /
ne cannot understand, ana the Lam
EhaEe re understands. he cannot |
read, hr Roberts adds "ffhe same /
report might be made for New Mex /
iee' ami ! say second the motion"
sa1he hni he may add that from /
Neish experience mo infant can be