Evening capital and Maryland gazette. (Annapolis, Md.) 1910-1922, 1918-07-19

maximum of motive upon the part of
the children.
knowledge or information can
never be thought of as anything more
than the raw material of thinking. 1t
is of vastly greater importance that a
pupil know how to gather information
or data, that he be practiced in or
ganizing and finding the meaning of
facts secured. that he reach his own
conclusions, and that he have the
habit of verifying these conclusions in
terms of real situations. than that he
be able to remember all the facts in
all of the books that have been furn-
ished him during the school course"
Quite Survey)
Bare facts and definitions rs facts
and definitions, things to be memoriz-
ed, will lead TO backwardness in any
school system.
What we want is not a lowering of
the grade standard but better instruc-
ton, closer supervision and more reg
ular progress through the school.
When we get this and have vitalized
the course of study. our average per-
centage will have decreased, our hold
ing power will have increased and
non-attendance will not play the
havoc it now does with our schools.
Steps we have taken to help the
teachers will be discussed in another
chapter; however. want TO express
my appreciation here for the splendid
way the teachers have responded to
our criticisms and suggestions, which
were given with only one purpose in
view, and that purpose was to improve
the quality of instruction
A third important factor that has
contributed to the backwardness of
our children is the school plant.
Again quoting DR.. Claxton: 1T
goes without saying almost that the
schoolhouse should be beautiful. espe-
cially in the country. 1t should be a
model for the buildings in the COM
munity / wonder why persons of
wealth and refinement, who decorate
their own homes in an artistic way,
are willing to send their children into
the cold bath of an ugly schoolroom,
sometimes the place of ugliness, con-
creted and accumulated. No other
place is treated in the same way as
the schoolhouse. Why such contrast
in the two buildings in North Caro-
lima rural community, where | once
went to address an educational insti
tute? The church, used once a month,
was large and imposing. II gave evil
dence of wealth and refinement-the
windows were stained glass, the aisles
carpeted the seats cushioned, and
there were many artistic and comfort
able features. On the other hand, the
school, used five days a week, for a
portion of the year, was rudely con-
structed, with no thought, apparently,
of either beauty or comfort. The sole
window had one broken pane-cover-
ed with a piece of zinc. Everything
was dingy. There was one door, and a
stove in the center. The unupholster-
ed seats were so high that only a boy
of sixteen could have reached the
floor with his feet. When pointed out
the contrast to the people assembled
for the institute, one pious old soul
contended that it was perfectly fitting
that the House of the Lord" should
receive more attention than the
schoolhouse, but / rejoined that it
was the church members, parents of
the school children, not the Diety, who
enjoyed those comfortable seats and
beautiful surroundings, and that i be-
lieve that the God of little children
would not accept the worship of those
who treat their children in this way.
The childs temple should be beauti-
full as no other. Women can bring
this about and should start a cam
paign to that end" address before
the Womans Civic Club
This county, with its miles and
miles of magnificent waterfront, its
agricultural and manufacturing adj
vantages, and its rich historical set
ting, has many beautiful homes and
churches. The schoolhouse, as a rule,
like that referred TO by Dr. Claxton, is
the most dilapidated and homely
building in the community. 1t stands
out in sharp contrast TO its surround
ings, not an imposing relic of the
grand old days of the past; not mod
ern structure to which the community
can point with pride as monument
to their devotion TO high educational
ideals, but a mute reminder of the
wrong idea of educational economy
ITO Be Continued)