The copper era and Morenci leader., 1915-12-10
ARE OUR SCHOOLS A FAILuRE9

tl.at Arnrrican schools are inefficient, our teachers in many instances in c.,pIpeIcnt, our children onl: half edu, ated, our college students infer iur to tnCse of EuroJe, and oul c-h |. ed,Iea tiona1 sysra a $ iperticiai and inadequate to the requirements or real s>iolarship.
 These are serious charges, and all the more serious in that they come from the lips of one of the most con- servative of our public men. And we do not believe there is a man com petent to judge who will not agree with him.
 Our children are not well educated; our teachers are not, in spite of many praiseworthy exceptions, competent, our college graduates are too often more noted for their excellence in athletics than for their proficiency in scholarship.
 This is a situation that demands the serious thought of every patriotic American. In the same address MT. Taft well says that we Americans pay every demand made upon us in the cause of education ungrundgingly, and that as nation we were the first to recognize the vital importance of free public schools and have never faltered in our belief that the first requisite of democracy is an educated citizenship
 After all, it is an easy matter to place a finger upon our deficiency. It is a defect which is to be found in every aspect of our public life. We think that if we are willing to foot the bills we have done all that is needed.
 Whenever any criticism is made, our first impulse is to put our hands in our pockets and ask, How much does it cost?" There is always some one to answer in dollars and cents, and our conscience is lulled once more.
 > Unhappy most, if not all, of the best things in the world, the things most worth while, cannot be bought for money.
 The reason that our school system is deficient lies in our homes. How many among us know what our child ren are being taught or what the quail fcations are of those who teach them If the merit card that our boys and girls bring home to us has a satisfac tory percentage upon it, we ask nc more.
 MT. Taft struck home when he in stanced our Rhodes scholars at OK ford, and spoke of the criticism which had been aroused through theil failure to make a creditable showing against the English boys with whom they competed Our Rhodes scholars are selected from competitive exam nations held in every state in tht Union. They are graduates of ou high schools and must be accepted as, on the whole, the best representa- tives that the United States has t, offer of her school system. They g, to England to meet on a fair fielt British boys of the same age am same comparative training. MT Taft merely echoes. the criticism o numerous observers when he tell us that our picked American boy run a poor second to the Englisl rivals Their intelligence, quicknes: and diligence are not questioned: bu their knowledge is at best smattee ing. Trey know a little of man
 
 thing.
 Superfciality, superfciality, super fciaIity! It is the eternal criticism of us Americans, and we are begir ming to learn how bitterly just it in too many instances, but most as suredly not in the case of education It is the most vital, the most trepeI dous. the all-important element i human progress, the fundaments qualification of a democracy. MT Taft says that the average Germa boy of fifteen is as well qualified t take up a university course as tn American boy of eighteen or ninetee
 The remedy which MT. Taft pr, poses is a form of federal supervi ion over our entire school system He suggests that the United State Bureau of Education be turned int a national university for scho' teachers. This university would | rigid examinations and the establisl ment of high standard create body of preceptors in whose qual fications and character we coul have confidence. In addition,
 would supply inspectors who woul