Albuquerque morning journal., 1916-12-01


eanta Fe, NOV. S0.-The address OF
n Grille, of Roswell, delivered
" no closing day of the New Mex
on educational association is consid-
~ one of the most notable of the
% - convention. DR.. Crile's theme
e~h. e~, Unitarian school, and his re-
,arks we're as follows:
rho citizens Of New Mexico submit
taxation for the purpose of edu-
.tng their children in the greatest
ssible efficiency. This tax is col
i'ot,d from persons in all walks OF
"sa The day laborer, the miner, the
tormer the tradesman, the stockman,
.ha merchant, the banker, all con-
'ah,to toward this most worthy and
TALENT FUND. l submit that it is a
,,t. nroposition that all the differ
i.' ,ocotions which contribute toward
mo education of their children
shop1d have a return benefit to their
.,,, narticular vocations The free
hool system of our country was
o.inirated in a time and under cir
cnmstances that are very different
ssom our present situation. When the
,obools were first started in the east
no oThree RS composed about all
ho knowledge that was necessary to
bo Unmarried to the youth. Applied
,ciences were unknown. The crafts
men need only to be able to build a
souare or oblong house one or two
.tories high. Great bridges, machin-
orv factory equipments were then
nractically unknown. Today the
aTbree RS" are but a minor part of
tbo training toward efficiency, In the
carly DAYS the study of the classics
and of the dead languages were
held in high esteem because of the
preparaton of men for the learned
professions. This, however, constitut-
Cd but a small per cent of the total
number of youths who either were or
should have been trained. Today the
greater part of our youths must un-
derstand applied sciences mechanics,
contemporary history, and have a
knowldge Of the entire world before
they stand in the same relation to-
ward society as did the pioneer child
rem with their knowledge of the three
rs. The notion of the culture school
Of the early days has intruded itself
altogether too much on our present
day ideas of education. The curricu-
um of our primary school is now very
full The lessons taught in reading
are almost ideal, and lead a child into
love of nature. The use Of the hand
in sketching and drawing develops the
mind in a practical manner,
Are we doing all that we should for
the eight out of ten boys and girls who
quit school at fourteen to fifteen
years Of age? Again, are we doing
the best possible for those who con-
tinue in the secondary schools? I
submit that every farmers boy that
attends school to fifteen years of age
ought to be taught some of the fund2
mental principles Of agriculture, Of
stock raising; not sufficient, indeed, to
make him thorough, but sufficient to
inspire in him the desire to learn
more and later in life to make availa-
bic the tremendous amount Of valua-
bic work accomplished in our agrcul-
tural colleges, experiment stations,
and the department Of agriculture at
Washington. Every girl that leaves
school at fifteen years Of age ought to
have some of the simpler lessons Of
the culinary art, and home-making in
general
The Secondary School.
When we consider the secondary
iChool we are still confronted with |
he curriculum requiring from two to !
our Years of study 5~-rrr" dead Ian
Hages, and at least one year to the /
udy Of ancient history, all of which /
contend might be omitted except in
ertain instances. The argument in !
avor Of the study Of Latin and /
ireek Is first, that it affords men /
al discipline A discipline afforded /
" the conjugation of the verbs in the |
lead languages is in no way superior |
o the bringing off Of a trial balance .
n the modern system of bookkeeping. /
With all the formulas necessary to /
be committed in the modern develop |
nent Of sciences the argument of
mental discipline, l take, is of no con-
sequence today Again it is argued
.hat the study of Latin and Greek
languages develops in the pupil a bgh
regard for law and order, That the
study Of Greek develops an aesthetic
taste ana an ethical training, I sub
init that the best morals that the
Greek nation ever afforded and
cVstallized into dogmatic statements
are not compatible with any modern
statements of right and wrong and Of
proper conventional conduct. AS for
notion Of law in the Roman nation,
as It may be reflected in the Latin
lessons, 1T is not in keeping with our
present notion of the supremacy of /
law and is far inferior to the great