The Republican. [volume] (Oakland, Md.) 1877-current, 1926-05-13
PUBLIC SCHOOLS THE HOPE
OF NATION, SAYS WRITER
While Criticizing Fairly, There
Is a Measure of Comment as
Many Phases of System
Bv T. G. POWNALL

to court criticism, but the fact that
those of our country who would not
follow the marked path, have wrought
nightly for our welfare, emboldens
me to write what follows.
Not long ago we had our choice
whether we would have public schools
or not. On the ballot was, "For school
levy" and against school levy" My
father was an ardent school man and
he told me the names of all who were
against the levy, and l didn't like
them, and do not now like those who
would vote against a school levy if
they had chance.
Here in Maryland, opposition to
public schools was stubborn and def
ant for long period, and subdued and
silent opposition still exists, despite
the fact that we have finally establish
ed a splendid school system through
out the State and despite the further
fact that it is generally admitted that
the public schools are the hope of the
nation.
But there may be "too much of a
good thing" Ang good thing praised
and backed financially to the limit, is
likely to become top heavy, and, in
their ardor for it, the people often
commit excuses which are not good
for it and not warranted
l am inclined to think that there
is too much head work and too little
useful hand work. Too much play; too
many kinds of recreation calling for
jaunts, uniforms, play outfits, expense
and too much time given to ''com-
mencement."
High school students are rarely ever
heard talking about the Garfield theo-
rem, algebra, science, literature or po-
litical economy, but are ELUSIVE about
baseball, basketball, football, radios,
autos, hair cuts, society events and
matters of love.
3 Young people in love have no gump-
ton, and puppy love" is rampant in
every high school, and the curricula of
the school, the morale, if you prefer,
is weakened by "dates," petting par
ties" social events, regalia and ath-
letics.
Co-education works we'll in schools
to about the eighth grade, when chill
dren become from twelve to fourteen
years of age. Children, if at all dis
posed to wilfulness, at this age, begin
to doubt the wisdom of parents and
chafe under parental restraint, and
question the wisdom of teachers as
well. From this age to twenty is the
pitfall period of their lives, and l am
inclined to think that the State should
be relieved from responsibility during
that period and not be forced to fur
nish parlors for youths to pass their
adolescent stage.
There is school in this country,
and many elsewhere, for boys, where
one-half of each day is given to work
and one-half to study, and it is said
that it was nearly self-supporting last
year and that progress in studies was
greater than in our high schools.
The time has come for teaching the
dignity of labor, and for young men
to know that blouses and overalls are
better and more dignifed than Oxford
bags and knee trousers, and that to
know how to do useful things and do
them is more important than quoting
poetry or being an expert in the latest
in haberdashery styles or hair cuts.
1t is as difficult to get anything use
full in boys head while he is cult
waiting mustasche as it is to teach a
poodle dog to point birds, and it must
not be understood that high school
boys now are different from those in
periods that have passed. They are
not different nor worse. Our system
squanders our resources in trying to
educate young people of counting age,
many of whom do not intend to try to
get an education. 1t has developed
tendency to encourage idleness, pro-
mote waste and extravaganza and
cause the young to frown upon the
man behind the pillow and seek fol-
easy places and short hours. The bulk
opinion of vast majority of the peo-
:, pie is that the State should give the
children rudimentary education COW
ering period of eight years, but bulk
opinion does not sanction keeping
them in school until they are eighteen
years old nolens volens. That was
foisted upon US by those who are in
great measure responsible for mount
ing taxes and forcing the State to dc
for children what they should do fol
Themselves.
Boys or girls trained by the State
from the age of six to fourteen, car
get an education without help from