Weekly journal-miner., 1916-03-01

ever, the majority or pupils, upon en- tering High school, know practically nothing of the principles of gram mar besides having little knowledge of now to express themselves clear iy and accurately in writing and speak ing. The average ninth grade pupil has no idea of the simplest principles of sentence structure. His expres- sions are ungrammatical; spelling, punctuation, and capitalization are beyond his ken; his vocabulary is oi the scantiest and his ignorance is only too plainly shown when he attempts a foreign language. This criticism if true, applies with almost as much crushing force to many of the stu- dents in the tenth grade and even to a considerable number in the last two years in the High school. The question then naturally arises to to the cause of this widespread ignor. ance. Surely it is not unreasonable to expect boys and girls of average intelligence to have a fair knowledge of their mother tongue by the time they are fourteen or fifteen. What, then, are the reasons why this is not, in fact, an actual attainment.
 In answering this question, several things must be- considered First, tkcre is the home training, or lack oi it, and how this acts upon the child. We must remember, too, that many of the boys and girls are of foreign percentage and come from homes where the English language is imper- fectly understood. However, among native American parents, careless or uncultured forms cf speech are per mitted to be used in the home. With such conditions i1 the home the schools cannot attain the best re- suits. Still, as the object of the pub lie schools is to supply the lack in the home environment, it is of little use to put the burden of responsibil- ity there.
 Admitting then. the truth of the unsatisfactory home conditions, and how they reflect upon the work of the schools, what can be said about the teachers themselves, and how far they fall short of the standard by which the world has a right to judge them? Surely, to offset the pitiable defects elsewhere, the schools should provide for the instruction and guid- ance of the young men and women of broad culture. thorough scholar ship and clear vision; but, unfortun- ately, one does not always find teach CTS of this sort in our public schools. To be sure, we must remember, that the public is largely to blame for being unwilling to pay salaries suttl- ciently large to attract a great num- Der Of men and women who would meet. in an ideal way. the world need for their services. However, the public is beginning to wake up and it may be that in time. this obvious injustice will be overcome. Then, teachers, may with reason. be re- quired to be the real leaders in thought and action in their communi' ties. position which they too sell dom occupy at the present time.
 It is not too much to say that teachers cannot hope to attain the best in their influence upon the moulding of the character of the young. unless they have something within themselves which is strong enough to call forth response from those directly influenced. Teachers surely, ought not to be satisfied with living merely on the surface of life They ought to be otherwise than ashamed loving anything but the bes, in literature, music, art and the drama. The blind cannot lead the blind. Since  the nome too often. fails to furnish the best things for the minds and spirit, the school must supply the lack. The teachers interest in life should make her keenly alive to all the tremendous forces about her, her insight into the character and into the true meaning of existence should be so keen and so well-defi1ed, that sne can understand and meet, with sympathy. the varying problems which are presented to her for solution in the natural course of each days work. If teachers arc unwilling to strive for the attainment of something worth while for themselves, they arc to blame and especially so if the product they turn out from the schools is inadequately fitted to meet the de ma1ds which the exigencies of life thrust upon every human being.