The Ocala evening star. [volume] (Ocala, Fla.) 1895-1943, 1918-03-30
DEFICIENCIES OF OUR
PUBLIC SCHOOL SYSTEM

In yesterdays issue of the Star, our
good friend, Superintendent Crimson,
raked US over the Goals
for our criticisms on the public
school system and some mistakes
which some teachers, mostly owing to
the system, have made.
Mr.. Brinson alleges that we have it
in for the teachers. This allegation
we deny and defy the alligator to
prove it. We like all school teachers,
and some of them we positively adore.
We sadly admit that we did not come
into much contact with teachers dur
ing our boyhood days. 1t was in try
ing to avoid one teacher and a four
foot hickory CAD that he kept handy
that we graduated-or rather quitu-
ated. We should not presume to crit
icise the school system from the in
side. We have based our judgment Of
it from the visible results, from the
comments of many intelligent patrons
who are closer to the results than we
are, on some information which the
average teacher will scout at-name-
ly, that furnished by school children
and largely on information furnished
by teachers themselves. Superinten-
dent Crimson has given US some of it.
He is, in measure, an old-fashioned
teacher, and is not in love with some
of the fads we object to any more
than we are.
Mr.. Crimson partly admits one of
our criticisms when he says:
at is possible that we have some
superhuous material in our school
curriculum but do you really think
you are qualified to present better
collection of materials for informa-
ton and mental and moral develop
ment ?"
We do not think we are competent
to present any system of education
What we would like to do would be to
prune, not destroy, the present sys-
tenn. 1t tries to do too much. 1t loads
on the scholars more than some Oh
them are mentally able to assimilate
and on all of them good deal that is
of no use. Our theory is that in public
schools there should be nothing
taught except what is of use to every
one. We think that when a scholar
comes to a point where he or she
wishes to take up a study to prepare
for special business that then anc
there the state should stop and the
scholars parents or guardians should
begin. Our public schools have beer
for years adding lines that favor spe.
cial professions. They particularly
favor the teaching profession. A
young man or woman who successful,
ly graduates from one of our high
schools is competent to begin teach
ing school. He or she can graduate in
June and take charge of school III
August or September. But a high
school education doesn't qualify g
young man or woman, without other
training, to step right into some other
work. 1t is the obvious truth of this
state of affairs that has caused us tc
say the teachers are forming caste
and are unconsciously thinking OF
their scholars as teachers of the flu.
ture, instead of being merchants
farmers or mechanics.
Matters have progressed to this
point because educational affairs have
been left almost altogether in the
hands of the teachers. Whenever il
has occurred to them that the children
needed new study, or new method
they have stuck it on. They have
done this, we believe, unconsciously
While they are becoming privileged
class, they are not aware of it. A
privileged class never knows it is
privileged. Lawyers do not think they
are privileged class, tho making the
laws for centuries, until they have
so tangled civilization up in techni
calities that only a very rich or 6
very poor man can obtain justice
without its costing him more than il
comes to. Theologians do not thinl
they are privileged class, yet it wa:
only short time ago that they realiz