Milford chronicle., 1930-11-28
Our Public Schools

Ine QeSk OF most neWSpdpeIHleu
that its real value as a creator o
public interest is partially lost be
cause of such delay. In an attemp
to clear away the several piles o
communications, the following let
ters from persons of Importance il
lines of constructive work, brough
realization that by delay the oppor
tunity to inform thousands of peO
pie, that the cause of public educa
tion was not getting a square deal
that all the people are entitled tt
know and understand what work is
being done for them; through the
schools especially.
Duty compels admission that sew
eral of the letters which came tt
the Milford Special Board of Edu-
cation recently, express approva
as to the impression that the work
done in the Milford Public Schools
has made upon those who have had
opportunity to know and who are
qualified to express a fair opinion
as to the methods being applied for
the public welfare through school
activities.
There is so much for the teachers
and Boards of Education to plan and
carry into effect, besides the plain
essentials of study of the curricu-
lum standards, so as to make the
daily work in a public school eff
fective and worthwhile to the chill
dren.
Everything in human plans of life
have changed very radically, and for
the better welfare of the people of
tomorrow. 1t is much more easy to
instruct children in present day
methods, than in the old plan as
carried out in even recent years.
For much of this the people of Del
aware owe thanks to Pierre S. du
Pont, who started and practically
created the present school system
in Delaware.
Many have understood and have
helped to carry the advanced ideas
for public school education into ef-
feet, while there have been others
who did not or would not under
stand, who persisted in opposition
to modern policies in either school
buildings or systems of instruction.
In most cases of the latter class, it
may we'll be the attitude of the great
majority to say, God help them,
they know not what they are do
ing"
Senator John Townsend, as Gov
ernor, proved to be of understand
ing and stood by the advance of
progress in all forms of teaching,
as we'll as a school building pro-
gram. By his appointment of nom
partisan school boards at every Op-
pOrtunity, and giving publicity to
improvement of any kind, the
schools of Delaware received the
force that has carried it to its pres
ent standard.
The newspapers generally respOn-
ded in the campaign for better
school standards as we'll as better
school buildings, and by this struck
down the ignorant as well as the
penuriOus opposition of property
holders, who opposed anything
that might bring changes for the
better, even though they were bene-
fitted.
Out of the generous support of
education by publishers, the Milford
Chronicle has always been in the
front rank, giving information and
helping through and by publishing
the school news from forty and
more points in Kent and Sussex
counties, as to what the teachers,
the parents and individual pupils of
the schools were doing. Just local
information for all. Then there
were reports as made by county
school commissioners each year, as
to the needs and requirements of
the various school buildings, as to
sanitary, comfort and efficiency.
That brought home to each individ-
ual school, picture of the neglect |
by the local commissioners, and |
decency in and about the |
schools. Il
The Milford Chronicle received |
neither pay or thanks for that work,
but it went ahead just the same.
Now that a new era has arrived |
in public school education, changed |
make the work of public !
ity through the press very different.
The daily press of Wilmington is
doing splendid work along these
lines of publicity, and results have
followed wherever real campaign
has been carried to the public. The
weekly papers have done well also;
along the lines of their ability and
always give moral support; but
there is much to be accomplished
persistent presentation of
all forms of educational work news
to the people of all of Delaware. We
must train the children for their life
work, through real experience, so
far as it is possible for them to re-
oeive. The handling of tools, the use
Of paints, the instruction in cook
ng and serving, the use of sewing
and the hand needle, the
in typewriting, the tea
,hing of bookkeeping; teaching how
% play and how to train their mus
lies through athletic work, especial
y how to exercise the muscles of
he body for health, and other
hings absolutely necessary for chill
lren to acquire in school, before go
ng out into the real education of
work, business and professions.
For the purpose of training both
WARWICK {