Evening journal., 1919-03-11
PEOPLES COLUMN

, subjects in our schools. but until these
things are reasonably true. we question
the Judgment OF those who are respon-
sible for their study.
4 careful study Of the matter should
convince us that we are making a mis-
lake. There was long a belief that the
study Of mathematics developed the
mind as no other subject. and hence The
study was Justified ON the ground oi
mental discipline This claim has been
| exploded. Canvass any OF an of The
towns and rural communities OF our
state. and ask every man and woman
whether ne or she has had any need for
a knowledge OF trlgonometry. and il
win be discovered that perhaps one
per cent might answer IN the afflrma-
tive, while % per cent viii answer
negatively Permit this canvass 20
question these persons as 10 whether
they have had any need for a c0nstruc-
tive knowledge OF English. and ninety
nine per cent will reply that they have
a constant need for the same. and yet
n most of them were 10 give seply
OF their own conscious command Of the
subject they would denounce the sys-
tenn that trained them. and condemn 70
justly.
The write believes that few Of our
people appreciate the woeful conditions
OF our school system in its relation 10
the study of English. Most u us take
it for granted that the schools are an
right We hear few graduation essays
or Oratlons every year, and take 20
for granted that these are a correct in
dex Of the study OF English. Too Of
ten these speeches are not The product
Of the students, perhaps not Of the
teachers. The average boy and girl of
the grades and Of the n sh school can
not write a i've minutes speech on
current topic that would be termed
fair English" by a competent critic.
We must 70 even further. fran a per
sonal knowledge OF many of the schools
Of the state, and say that many OF the
students Of the high schools. 20 say
nothing Of the students OF the grades,
do not have "A constructive knowledge
OF the English sentence. must less the
ability 10 discuss a subject Il
10 is possible that enough time has
been given 60 the study Of Englist, but
the methods have been and still are so
bad that the results have been and still
are deplOrable 4 knowledge Of deilnl-
tious. and the ability 90 parse. diagram
and analyze desirable as these may be.
will not result In a constructive knOwl-
edge and use Of the language. These
ought ye 90 have done and not left
the others undOne.
Rut Won ask how shall these mat
iers be rcmcdled? Tho writer cannot
answer this query. The students are
not responsible for the conditions.
though they are victims The teach
crs are not responsible. generally FOR
they are teaching as they were taught.
except an occasional one who has per-
sonality and vision enough 90 break
with the precedcnts Of the past, and
dare 70 DO something new and mus
ual Who then IS responsible? With
out being personal. the writer believes
that the responsibility rests with those
who are entrusted with the response
bility Of making the curriculum OF our
school course. and directing the meth
ods OF teaching. Reform cannot be
wrought In a day, a month or a year.
but it must have a beginning. and the
writer does not see any sign OF IFS be-
ginning. Methods OF the past seem 20
be thought TO be good enough. Mean
while our boys and girls must be vio-
tins OF conditions that are reprehen-
sible. and that can result only In a mis-
cradle preparation for life.
4 READER OF THE JOURNAL.