28
MEN ENGAGED
IN PUELIC SCHOOL "WORK
INSIST THAT JiO NONES
SENTIALS ABE TAUGHT
LEGISLATIVE REQUEST
THAT THE STUDIES BE
CUT DOW IS DISCUSSED
BY EDUCATORS
DO PUBLie SgHOOLS TETVeH TOO IAUCH?
AT Its last session the Oregon legisla
ture by resolution called- on the
State J3oard of Education to reduce
the course of study In the common schools
and make It more itractlcaJ. Views o
prominent educators la state colleges end
in the public schools -were solicited by
The Oregonlan and these are presented
herewith. Very few of those interviewed
agree with the Legislature.
Senator M. A. Miller, ot Linn County, In
troduced the reeolution, which passed with
practically no opposition and almost with
out debate, as follows:
spiereM. The 'public school Is the only Insti
tution actually employed In the education of
the masses, and.
Whereas, A very Jarce per cent ot the chil
dren receive all the education they ever acquire
In said public school, and.
Whereas, The course of study now employed
Jn the public schools of this state requires so
inuch work on the part of the child that the
essential branches are not, and can not, be
well learned, and.
Whereas, The number of books now In use. In
wild course of instruction In said public schools
is excessive and a financial burden upon the
eople of the state; therefore, be it
Resolved by the Senate, the House concur
ring, That the State Board of Education be
and' Is hereby earnestly requested so to revise
the course ol instruction now in use 4n the pub
lic schools of this state as to reduce the amount
of work and give special attention to the
branches that will be of most value to the chil
dren in pursuing the different avocations ot
life.
And that it is the tense ot the legislature
that the public schools of the state should be
encouraged and fostered by every means la
our power.
VIEWS OF
EDUCATORS HIGH IN
AUTHORITY
OPINIONS of the president of the
University of Oregon, the president
of the Oregon Agricultural College,
the dean of Willamette University and
Btato Superintendent Ackerman are sub
joined: BETTER. TEACHERS DESIRABLE.
From 'the President of tke University
of Oregon.
IN reviewing the course of study for
public schools as laid down in the
etate manual issued, by the State De
partment of Public Instruction, I fall to
find any required work which It seems to
me might ho safely omitted. The stand
ard subjects, reading, language, antn-
snetic, geography, spelling, writing, phys
iology and hygiene, history, civil gov
ernment, and nature study wnicn com
prise the required subjects, certainly
liave a justification in the course or
study of the public school. The optional
subjects are music and drawing. I doubt
Whether many public schools of the state
attempt to give these systematically. The
amount of work suggested by the manual
Ja each of the required subjects has been
reduced to an extremely conservative ba
sis. In grammar, for example, only two
books of the three-book course adopted
are required. In geography, it is allow
able to use one book of the two-book
course. The statement 1s specifically made
that nuDlls shall bo held responsible only
for the statements found in the coarse
print in the geographies, wnicn consti
tute, perhaps, not more man a nan oi
the entire text. In arithmetic the sug
gestion is made that the written and
mental arithmetic be taught as one class,
the two texts being used practically on
alternate days. Such subjects as bank1
discount, exchange, circjlatlng decimals.
annual Interest, etQ.,. are cut out of . the
requirements. In reading, perhaps some
are frightened by the list of supplement
ary books given in the manual, but a
careful reading of the note at the head
of the list would at once reveal the fact
that these books are not to be pur
chased by the pupil or used as text books.
It is true that the Board of Education
may. If it pleases, require some small
number of these hooks for supplemental
work, but the boards are as a rule ex
tremely conservative In this matter, :
very large number of the schools making
no such requirement at alL The few
that are read are usually a rest and re
creation to the pupil rather than a bur
den. In nature study (largely demanded
by the Granges for the rural schools),
the maximum requirement is two rec
Itatlons per week. No text is placed in
the hands of the pupil.
"When the state course of Oregon Is
compared with that of most other states,
it will" be seen at once that the Depart
ment of Education has proceeded along
very conservative lines. If there. is over
work In the schools, it is due rather to
an Injudicious use of the texts by the
teachers than to any over-requirement on
the part of the Department of Education.
An unskilled teacher may easily make
very heavy work of a very simple matter.
On the other hand, a thoroughly capable
teacher can so combine different depart
ments of study as to make them grealtly
re-enforce and enliven one another. Jin
language, for example, there is no reason
why the observations made in nature
study should not constitute the basis for
the best kind of written work. Spelling,
writing, punctuation, may all bo most
effectually taught through the written
language. In a hundred " different ways
a good teacher knows how to economize
time and the energies of her pupils. It
Is a mistake to suppose that by reduc
lng the subjects of the course to the
smallest possible number any great gain
Is made cither, on the one hand, in sav
ing the healthy of the children, or, on
the other, in securing greater thorough
ness. A dull school of dry routine is
the most wearing of all, and the least
satisfactory in results. A wide-awake
school, full of interest and enthusiasm,
will easily accomplish all of the work
outlined in our state manual, rive nlentv
of music and drawing In addition, bring
xne ennaren many nours each week Into
Intlm&to contact with outdoor nature.
and develop physical strength and rood
balth in the children, rather than tear
down their nervous systems. I should
say that it would pay the state better to
provide more fully for the training of
the teachers than Jo take the false stop
of trying to improve the schools by cut
ting out some of their most interesting
President University ot Oregon.
TEACHERS ARK OVERWORKED.
Dean ef the "Willamette University
Olcrj baffsrCKtlons.
Q ALEM, March 13. Dean W. C. Haw
ley, ot 'Willamette University, who
has been a lifelong resident ot Oregon,
and who has been for many years an in'
structor of university students who have
been graduated from Oregon public
schools, was asked today for his opinion
of the proposal to reduce the course of
study in the common schools. Being too
ill to write, he said:
"nce the Legislature adopted the res
olutSon advising that the course of study
be shortened, I have examined the require
ments ot the common school system very
carefully. I am of the opinion that in
nrooerly equipped school, where the teach'
er has no more than a reasonable number
of euplls and grades, the present course
of study is a good one. I think the dlf-
gouliy ariMs ia ths sm&utr chools where
one teacher has charge of a large number
of children and must teach all the
branches from the A, B, C class to the
eighth grade. I know teachers who have
such schools, and they hear as many as
thirty recitations a day. Under such
circumstances the teacher can give no
Individual Instruction upon particular
points that are troublesome to one pupil
or another.
"I believe that the teachers are good
instructors, and that the standard of qual
ifications - in this state1 will compare fa-
orably with those in other states, -but the
teachers in a large number of schools are
crowded with work. I believe that under
the new consolidation law. rural districts 1
will be united so that although one teacn
er may have as larke a number of pupils
as now, yet they will be classified so that
each instructor will have only two or
three grades to teach.
At Willamette University we And that
the public school graduates who come to
us are deficient in grammar, spelling and
writing more than in any other subjects.
More practice is the only j-emedy for tne
poor writing. Each pupil should be re
quired to learn to spell every word he finds
In any of his lessons. So far as the de
ficiency in grammar is concerned, I hard-
know how to suggest a remeay, ior
success in teaching the subject depends
largely upon the personal equation of the
teacner. 'leacncrs usually una granuoar
the most difficult subject to teach, and if
any subject must be slighted for waijt of
time, that is the one to be negiectea. we
find that a large number of our students
are poor in their knowledge of English,
particularly in the construction of sen
tences. This probably coma not oe rem
edied -bv a change in the course ot study.
though it might be by a consolidation of
schools so as to give teachers more time
for personal instruction to pupils. Doubt
less the course might be improved slight
ly, bat I do not see any change that I
could suggest. The principal objection
seems to be made to the teaching of mu
sic and drawing, but these subjects (U
taught only in the city schools, wnere tne
teachers are not crowded wltn worK. J.
believe that wherever it Is possible in city
schools, a special instructor in tnese two
subjects should be employed."
"WILL LISTEN TO SUGGESTION'S.
State Board of Education Asks for
Speclflo Complaints.
SALEM, Or., March 19. The Etate
Board of Education will give due
consideration to the legislative resolu
tion relative to reducing the amount of
work required by the State Course of
Study, as it is not claimed that the pres
ent course is so perfect that it cannot
be improved. In this connection, the
Board would be pleased to receive sug
gestions as to needed ommlsslons but.
In order that such suggestions shall be
most helpful, they should not consist
of glittering generalities but should point
out definitely what branches or parts of
branches, should be omitted and reasons
therefor, and they will be carefully con
sidered. In fact, before the last revision,
we sent circular letters to all superin
tendents and principals In the state asK-
ing for such suggestions and the present
course is' based very largely on the sug
gestions returned.
The mandatory suojects now emoracea
in the course and for which pupils are
expected to purchase books, ore read
ing, spelling, writing, geography, gram
mar, history, arithmetic written and'
mental, physiology, and civil government;
mid nature study twice a ween, ior
which pupils .are not required to purchase
books-
Drawing and music are optional with
school boards, ana i. am creaitaoiy in
formed that but few rural boards have
adopted them. The question then, before
the Board, is wnicn or tnese suojects
shall be dropped or which parts of them
omitted.
The problem the Legislature has sub
mitted to the Board Is one tnat nas neen
before the American people ever since
the organization of the public school sys
tem, and it will not be solved till -time
shall end; but the Board, in endeavoring
partly to solve It will do so with an
ey single to tne nest tnterests oi an,
and lo "this end we respectfully ask for
the aforesaid suggestions.
J. H. ACKERMAN,
Superintendent Public Instruction.
TuERE ARE NO XOX-ESSBXTIALS.
From the President of the Oregon
Asrlcnltural College.
EVERY year Increased attention is
given to the common English studies.
There are no non-essentials in our pub
lic school courses, of study. Such branches
as physical culture, music and drawing
do not detract from the study of gram
mar ana anuuavue, uul muts aio ucip'
ful.
Over two hundred new students enter
our college each year from the iarIous
public schools of Oregon. . They report
that the entrance examinations of this
year were by far the most satisfactory
ever held. Evidently tne applicants ior
admission had not wasted much time on
non-essentials.
Our public school system is producing
splendid results.
THOMAS M. GATCH,
President Oregon Apricultural College.
OPINIONS OF
WELL-KNOWN PORTLAND
TEACHERS
W
HILE the resolution does not ap
ply directly to the public schools
of Portland, the theory sought to
be established by the resolution is of
vital Interest here. Men prominent in pub
lic school work expressed these views:
DOES NOT FAVOR CTJTTIXG DOWS.
City Superintendent Higler Ex
presses General VI errs en S abject.
WHEN asked for his views concern
ing the recent request of the State
Legislature to the -State Board of Educa
tion looking to the revision of the course
of study now obtaining in the public
schools. Professor Frank Rigler, Super
lntendent of the Portland public schools.
said, after a moment's hesitation:
"I do not know that my opinions in
this matter would be of special interest.
as that resolution, you will observe, is
addressed to the State Board of Educa
tlon, and cannot be meant to apply to
schools within my jurisdiction."
"Do you mean that acts of the State
Legislature respecting school matters
generally apply to one class of schools
alone?"
"No, .not quite. But school districts of
the first class, such as Include the larger
cities and towns, are regulated under a
different law, and the school authorities
In each of these districts determine the
course of study to be used. The State
Board of Education has nothing to do
with mapping out the course of study
adopted in these districts.
"No, I have not made anything like a
careful examination of the course of
study now in use In the state schools.
and for that reason I would not like to
discuss that matter In a positive way
I fel like sajlag this, bowTr: Mr.
Ackerman, the State Superintendent of
Schools, is an educator of experience and
ability, a man who I believe has given
great thought to this subject of " the
adoption of the best course of study, and
I am inclined to the belief that he has
been successful in his efforts, and that
the course as now used is quite well
adapted to the needs of the schools
throughout the state."
"From your general knowledge of school
matters, then, you do not think the
course should be shortened?"
"I dof not believe it would be a good
move. We can understand, of course,
where many branches of study are taught
by a single teacher, how a course that
would be entirely satisfactory and the
most efficient In "a closely graded" school
'might become a burden; but I believe
the regulation of such matters is In the
bands of the local school authorities to
some extent; but taking' the state schools
as a whole, as I have saidSMr. Ackerman
is a competent man, and I fancy the
state course is a very good one."
"Would you say that there was any
marked distinction between the state
course and the course followed In the
public schools of Portland? Such dis
tinction Is meant as would make the sug
gestion of the Legislature pertinent in
the one case and not so in the other."
"No, I do not think there is such dis
tinction as that. In fact, I am of the
opinion that there is but little difference."
"A competent opinion as to the course
of study In the city schools ought then
to apply generally?"
"Well, I can speak as to the city
schools. There are some people who un
doubtedly think that the course of study
in these is too extensive. I know that
objections are entertained against the
pupils' time being occupied with such
branches as physiology, citizenship, the
study of classical myths, nature study,
and some attention to music and art;
but the way these subjects are handled IsX
not rnidritfvi? Vrcr nrnnv All nf tVioc'l
that I have mentioned, including an ele
mentary study of Greek and Roman his
tory, are treated in a secondary manner.
during those hours of the school day
usually devoted to the reading lesson and
to composition. People say, 'Why do ypu
teach all these things? The fact I have
just stated answers the question quite
fully, I think. Pupils must have some
thing to read -about, and something about
which to write; and it seems to. me the
time Is more profitably employed on these
subjects than merely on that of some
abstract virtue or the like."
"As these things are handled, then. It
appears their teaching Involves what in
the old-fashioned phrase would be dubbed
reading- and writing?:'
"That is it exactly, with the added ad
vantage that it broadens the pupils! men
tat horizon; for, while we are teaching
the common school arts, at the same
time we are trying to select material
which will cultivate the child. It should
be understood that those who have to
prepare a course of study are beset with
many difficulties."
"In what respect?"
"In this: Different classes of people
have different views as to what course of
Study- is best adapted to their respective
children, and each, beyond what It deems
its own requirements Is likely to con
sider all else superfluous. To illustrate:
The doctor complains that there Is not
enough of physiology and the laws of
hygiene included In the course; the lawyer
Is sure it would be better if some other
features were .eliminated and more at
tention paid to the study of citizenship
ana public affairs; the merchant will tell
you that the part of arithmetic best suit
ed to a pupil is that which will familiar
ize him with accounts, weights and meas
"ures and computations, in percenCaKO and
m.iercsis; wane om in tne .rural aistncts
tne parent will be of the onhuon that the
salient feature in arithmetic' Is what Is
taught of land surveying" and such things
as are or practical moment In the rural
life. And so It goes. These various ideas
are based upon individual preference and
a criticism on the course' of study Jn the
puduc scnoois nnas a nearipg. As far
as inis state is concerned, however. It is
an oia story. The introduction bv Sen
ator amier or the resolution directed to
tne btate Board of Education appeals to
me as an echo of the camnalen nf iw
when the same subject-matter was an
issue In the race for Superintendent of
ruDiic instruction. -Mr. Ackerman's on
ponent, a gentleman of the same political
taitn, ana a mend of Senator Miller, was
beaten on that issue. During that cam
paign Mr. Miller heard the subseaupntiv
defeated candidate make several speeches
m support oi nis views, and undoubtedly
uecame an earnest partisan in the mat
ter.
DEFENDS THE CURRICULUM.
ftapenatendeat Robinson States
Some Theories and Gives Facts.
fffX COURSE of study," said Profes-
sor R. F. Robinson, Super
intenaent or th$ Multnomah County
scnoois, is a compromise on
pian oi wont liy this I fa can that
no two individuals have ideas exactly alike
as to tne roaa tne cnlld should travel
and a course of study as evolved under
takes to compromise these different ideas
or crystallize them into definite methods.
'Dr. Harris, United States Commis
sioner of Education, expresses surprise, on
investigation, that educators generally
had reached conclusions so similar in the
preparation of study courses, also that
there was such unanimity of public de
mand for the general line of work fol
lowed throughout the country.
"Dr. Harris flnds that arithmetic Is one
of the first essentials. He compares it to
a window Cot the soul out of which the
child looks and learns to discriminate, be
tween quality and quantity, to acquire
an exact knowledge of natural objects and
to observe and count -all things in inor
ganic nature. Out of this window he ob
serves organic nature and this leads nat
urally to a study of geography. From
geography to a closer knowledge of or
ganic nature is but a step, which Is taken
in a course of nature; work, so that na
ture studies, so called, is simply the open
lng of the child's eyes to the things
about him and educating him to apprcci
ate his own environment and the distinct
ive features of the various parts of the
world as set forth in geography. Later
be examines In this study the product of
the soil, the distribution of animal and
vegetable life, and how it becomes of
value, through the medium of manufac
ture and transportation. He discovers
that the earth's products, including mln
eral deposits and the like, are of no value
in their original state, but become valu
able as they are manufactured," trans
ported and made to subserve the needs
of men.
"Now reading as taught first enables
the child to symbolize his own vocal pow.
crs from sound to sight and form, and
gradually he, leaves new words "and new
uses for old ones. Geographical and
scientific terms become familiar; he learns
to appreciate nature from the standpoint
of the best writers, and selections from
the school readers are of a character to
cnlsrge his information and give him
added power of expression. As to sup
plemental work in reading, I consider it
most excellent and productive of the best
results. The pupil learns to appreciate
literature which helps him to another
window that looks out upon human na
ture and discloses the motives which
govern the actions of men.'
"Grar&aatlcal discipline seess m sloes
to many. I regard it as one of the most i
essential branches of a. study course. To
use one of Dr. Harris' figures again, it
opens another window of the soul -which
looks in instead of out. As geography
and science reveal the relations of the.
outer world, so grammar gives a child
the power of introspection, the power to
separate the meaning 'which he gives a
word from the form of the word. To
lead to this end much supplementary
language work is required, which is again
gleaned from supplemental reading and
nature study.
"There is one other study which I re
gard as essential: that is history. Through
this study the child Is enabled to dis
cover the aspirations of his countrymen,
his own relation to the body politic, and
to become' better acquainted with his
own instincts and individuality.
"These five studies I regard as essen
tials to any course;, all others are sub
servient. I might say Jn this connection
that Herbert Spencer defines education
as a preparation for complete living. He
therefore brings physiology into his ideal
course as a foundation on which other
things shall rest. Our law requires this
study to receive the same attention as
other studies. Our course places it as
one of the essentials because of the law.
and because of the fact that a healthy
body is needed to secure success in other
lines.
"Civil government goes hand in hand
with history, and the one is not com
plete without the other- Spelling: and
writing are Incidentals of reading. Music
and drawing are each regarded by many
as essential in the rounding out of a
child's education music as appealing to
his aesthetic nature and drawing as cul
tivating the training of the hand.
"The state course of study, viewed from
the standpoint of its essential require
ments, embodies only those things which
an enlightened public demands that its
children shall know. It is complied from
the experience of our best thinkers along
educational lines. A course of study is.
not a matter of caprice, a creation, but
growth. It embodies the assimilated
experience of years, and must represent
as nearly as, possible the ideas of the
majority of the people. These ideas
change with changing conditions. For
illustration, when grammar was first
placed in the Boston schools objection
was urged on the ground of an over-,
crowded curriculum a fact which excites
a smile at this day.
It is true, without doubt, that the
present state course of study does over
crowd some schools, for two reasons.
First, from the shortness ot the term In
the district school, and, second, a lack
of understanding on the part of some
teachers as to its purpose. They under
take to crowd pupils through the entire
course In one short term, ana many
times, instead of using supplementary
books as a means to an end, they miss
their purpose, .and these books become
to the children real studies.
"In my opinion, therefore, in the great
majority of cases where there Is com
plaint on this score it has its .origin in
just such districts. My position has al
ways been that the fault is not so much
with the amount of study required as in
the unscientific way in which conditions
ccmpel us to carry out the school plan,
"Recent steps toward the consolidation
ot school districts will have a tendency
to correct the evil I have mentioned and
cause for legitimate criticism of public
school methods may be obviated with
out indiscriminate reduction of the course
of study, a step on which no two people
will agree."
NO EVIDENCE OF OVERWORK.
From E. J. Hadley, Principal of
Stephens Public School.
IVHAT studies can you cut out of
Vr the course?" asked Professor E,
. Hadley, principal of the Stephens
School, on the East Side, when, asked
about the suggested change. "I cannot
understand what branches are. proposed
to be dropped."
"Why, what do we teach?" continued
Mr. Hadley In the interrogative vein, and
in the next breath supplying an answer
to his query. "Pupils In the public
schools finishlngwith the grammar grades
are taugnt reaatng, writing, antnmeuc.
spelling, geography, history, grammar,
physiology and citizenship. In all of
these except one the boy or girl who at
tends the public school here must pass
(lamination, and I am sure no one will
contend but they are essential to a com'
mon-school education.
Yes, there are other branches handled
in a supplementary manner, such as mu
sic, drawing and water-colors. As a mat
ter of fact, some of the studies first men
tloned are, in a degree, treated In this
way; that is, they are made tne subjects
of reading and composition.
T have never seen any evidence of
overwork that might not have been ap
parent with fewer studies. It took the
student just as long to get through the
grade work, or the studies that are now
covered by that period of school life
when the supplementary branches were
not Included and I could not say that
the task was accomplished with less labor
then than now.
"My experience in teaching' covers
period of more than 20 years. A portion
of that time I have had charge of schools
such as we were familiar with when we
were boys. In which I have taught every
thing from the alphabet to algebra; in
fact, I hardly can realize now how the
labor was accomplished, but from this
experience it is my firm conviction that
the scholar Is the gainer by the system
now in vogue.
"If any of the studies now Included In
the course were to be .dropped 7 would
limit the number to music, drawing and
water-colors. I am not wholly In favor
Df these. Don't understand, please, that
I do not consider them good; quite the
contrary. In fact- They lay "the founda
tion for refined accomplishments, they
are sood things; but the question arises
in my mind if it is better to pay for
the teaching of these out of the general
fund, or lot those who desire them taught
to their children foot the bill? Of
course, in this connection, I realize that
in the country districts, if children do
hot acquire a knowledge of drawing and
music at school the chances are they will
not have an opportunity elsewhere.
"What benefit do. you think would be
derived by dropping them 7
"More attention might be given to pen'
mansblp, and perhaps with better re
sults. As I said before, these studies are
not to be considered as a detriment to the
children, but if any were dropped I would
suggest these.
"Tou would like to know why scholars
handle a greater number of studies than
was the case some years ago "with ap
parently no greater effort? The reason
is in close grading and perfected organ
lzatlon In school work. Among the peo
ple who do not appreciate the significance
of these will be found those who advo
cate a cut in the course of studyl It is
fact that in Portland these.elesaents in
the school life, are developed to so notable
a degree that our schools have an en
viable reputation abroad. The plan of
conduct "which Superintendent Rigler has
evolved Insures to every child all the
advantages accruing to him from native
ability. Bright pupils can travel as fast
as they choose without hindrance, and
dull pupils are not subjected to undue
forcing, but easily find" their true level
In the schools. The number of studies has
comparatively nothing to do with the
adjustment of either, but It Is evident
ibit with method and. organization la
this work, as with an army, more can be
accomplished, and the result follows that
when the child Is through he knows more
tnings tnan did the boy or girl wno
ears ago went over the same course.
"I don't suppose." said Professor Had
ley'' In conclusion, "that the matter is to
be taken too seriously. I Imagine that
much! of the heart of " the movement lies
In the disinclination of the rural parent
to purchase text-books for the pursuit of
supplementary studies, the need and util
ity of wilch does not forcibly appeal to
him." J
VJETVVS OF AX "OUTSIDER-"
Principal of a. Private Academy
Speaks of Aonessentlnl.
yjl OW, you are putting me in rather
" an embarrassing position when
ou ask. me to express my views on
matter of this kind. Don't you think
you are?" was the statement and query
of Dr. J. W. Hill, principal ot Hill's Mili
tary Academy. "If I utter any word
of criticism as to existing conditions
In the public schools many good peo
ple will insist that my opinions are biased
from the fact that I a.rn, conducts
lng a private school- However, I al
ways take pleasure in accommodating The
Oregonlan whenever I can, so, hoping for
absolution for such venal faults as I may
be charged with on the score I have men
tioned I will do my best towards express
ing my sentiment.
"In the first place, I am of the impres
sion that the study course in the public
schools Is burdened with nonessentials.
From the very fact, as I bellevo it has
been shown, that of the children who ,are
registered as entering the grammar grade
a little more than one per cent are sub
sequent pupils In the High School, It is to
be assumed that those studies which best
fit the average scholar to successfully
make his way In the world along work-a-day
lines are the essential ones 'to be
taught. I know that aside from the' Eng
lish branches of a rudimentary character,
citizens nip. music, drawing, water-colors
and what is called nature study are in
cluded. What would we be without mu
sic? is a question that arises, and we
exclaim in the same breath, what a de
sirable accomplishment 13 the ability to
draw well; and how valued Is even an ele
mentary knowledge of civil government,
political (history and nature's working'.
But are all these things pertinent wtien
we consider some otner tacts?
"I am of the opinion that these politer
branches, as they might be called, could
be substituted with instruction along dif
ferent, more valuable and Interesting lines
to the average child: leavins: the acqui
sltlon of these fineries in education to
those who care to pay for them."
"What other lines do you suggest as
substitutes?"
Well, there you embarrass- nre again
They ore features of this institution and
my dwelling on them at this time has
spmewhat the appearance qf pouring
water on my own wheel. But neverthe
less they are more than fads with me. I
believe in them from observing- their efil
cfency and one of them will' eventually
force Its "way Into -the public- school sys
tern to stay. These are military discipline
in the schools and a course of manual
training.
"The advantages of the first are mani
fold. It cultivates obedience, a respect for
central authority, trains the pupil to
habits of personal neatness and order,
aid3 the body In acquiring health and vig
or and generates an aptitude, where prop
erly exercised for the assumption of re
sponsibility. The last Qf these is brought
about from the fact that under this dis
cipline from the highest to the lowest.
each has something to do with its preser
vatlon and every subordinate is fitted,
when occasion requires, to perform the
duties of the. one Just above.
'The advantage of manual training is
too manifest to need commendation from
me. it has made its way into tne cur
riculum of some of the public schools of
the country in response to its admitted
value by educators and a .public demand
for a line of teaching that will enable the
average young man who will have to earn
his living as a mechanic, to do things as
well as know things.
I don't know that the incorporation of
these branches in the public schools would
lessen the expense. I fancy not, but quite
the contrary. However, if the public
schools are designed to furnish the aver
age child with that knowledge which is
best calculated to aid him in making his
way la the world, I do not see that the
matter of expense should count, a each
crs are a hard-working .class, and I thinK
should be better paid and more of them
should be employed for the aiiottea wqtk.
If this were done, the nonessentials dis
pensed with, the lines I have, suggested
could be taken up and I am convinced the
result would' be beneficial.
T will sav In all candor that I do not
believe the public school of today, wltn
all Its frills, turns out a brignter, Detter-
lnformed or better-equlppea class 01 young
men and women than the old district
school of our boyhood when tor tne av
erage boy It was work one-halt or tne
year and go to school tne otner nau..
RESOLUTIONS ARE AMBIGUOUS.
Principal of the Fortlnna Miga
School So Declares Them.
HEN shpwn a copy of the resolution
passed by the last Legislature and
asked for an opinion as to Its merits, Pro
fessor Thompson T. Davis, principal of
the Portland High School, said:
"It Is difficult for me to understand Just
what is meant by the resolution, "to
reduce the "amount of work and give spe.
cial attention to the branches that will be
of most value to the children in pursuing
the different avocations of life.' well, to
sav the least, the object suggested Is
amhleuous. and o a sweeping character.
"Who shall determine -what branches will
be of moat value to the student? Those
that I would select, for instance, you
might reject. Here Is the state course of
study. I nave not naa occasion to ex
amine It closely, but from a casual glance
I should not say that it covered much
outside of the elementary English studies
that have been taught for years, and
covers what is called a common school
education, nor am "I fully Informed as to
the actual difference between this course
and that followed in such districts as In
elude tula city."
"If the course comprises the studies you
have indicated and if it be true that there
is no material distinction between the two
courses, what, then, would ,be your-
oplnlon?"
"In that case, I could at the best speak
Intelligently of the work of the High
School with which my labors have made
me familiar. And X suppose that those
schools are to be considered as within the
scope of this resolution, as they are In
the category of public schools. I do not
think there is anything that could be
safely omitted' from the " present High
School course if the best results are to
be attained.
- "We have an English, German and Latin
course, with which the public Is familiar.
The English and German are three-year
courses, and the Latin Is a four years
course. Included In these are ma the
ma tics, science and history, all essential
to the equipment of the student when he
has finished his academic course.
"So far as the Portland High School Is
concerned, the suggestion of the Legisla
turs as indicated in this resolution has no
force If the purpose be to reduce ' the
course or study, for as a matter ot tact it
we had room and proper facilities, which
I feel, we will have In time, we mjght In
dulge In elaboration of the present course
with great benefit to the student and with
out the cost of overwork As I said at
first of the other schqols, I. cannot speak
precisely. I presume I should have given
more attention to a study of such condi
tions In other schools, but my experience
In teaching has been altogether In aca
demic work, and I therefore speak of simi
lar conditions in that line as I found
them."
VOICES FROM
ALL PARTS OF ' THE
STATE
COUNTY Superintendents and the
principals of public schools at vaTi-
pus county seats and other cities in
Oregon' expressed themselves as follows on
the resolution:
Do $ot Eliminate.
SALEM, March 19. The course of study
for the public ischools of Oregon can
not be Improved by eliminating any of the
studies now Irr the course. There are
nine euhiects In the course and a little
work in nature study. The average boy
or girl can easily complete the course in
from seven to ten years. Some systematic
tudy of literature should be added to the
course. Many boys and girls fall to do
good work In our schools on account of
one or more of- the following causes. 1.
Reading of trashy literature. 2. Irregu
lar attendance at school- 3. Lack of sym
pathy and co-operation between teacher
and parents. 4. Bad associates. 5. Un-
akillfuT teachlntr. 6. Short terms of
school. 7. TJee of the cigarette by boys-
Employ the beat teachers, pay wages
that .will induce such teachers to remain
in one school for a term of years, provide
a school bulldlns as neat and comforta-
uia as me nverago uuuic, moiuuuu u .i.i.i.
months term each year, place a gooa
library in the echool, visit the school and
get acquainted with the teacher, do not
he afraid to permit the boys and girls to
do a little hard study and all the difficul
ties with the course ot study will vanish,
Parents, teachers arid pupils are gener
ally willing to admit that more work can
and should be done in the schools, Edward
Bok to the contrary notwithstanding. Let
ua Improve our course of study rather
than Impoverish it-
L. R. TRAVBR.
Superintendent City Schools,
"Will Not Have the Desired Effect.
7T STORIA, March 19. Professor A. L.
Clark, principal of the Astoria High
and superintendent of the public
schools of this city, does not take a
favorable view of the Miller .resolution
passed by the recent Legislature in that he
does not believe It will accomplish the re:
suits desired. When questioned about the
matter Professor Clark said:
"The proposed cutting down of the
course of study in our public schools Is,
I think, wrong. It will not bring about the
desired effect, that of relieving the pupils
from overcrowding, at least, not without
doing them a great injury so far as their
educations are concerned. I admit that
in many Instances pupils are rushed
through too rapidly for either their men
tal or physical welfare, but the fault Is
not that the course ot study Is too large
or covers too broad a scope, but the time
allowed under the present system Is too
short. Instead of eight years for a pupil
to pass to the eighth grade, nine or even
ten years should be taken. That would
permit the children to become more pro
ficient in each of their studies, would ob
viate, the necessity for this overcrowding
and would brine far better results. I am
opposed to reducing the course of study
principally because the great majority of
children receive all their education in
what Is called the public school, that Is
between the first and eighth grades, and I
think every child should be permitted to
receive all the mental training possible
in order that Its mind may be broadened
and its Intellect sharpened. Again, the
younger pupils, like those In the fourth
grade, are, a3 a rule, incapaDie or Keeping
tneir minas on any suoject ior a great
length of time and by haying a diversify
of subjects we are able to Instruct them
on these various topics without overtax
ing their strength. Many of the subjects,
too, arc little more than diversions, al
though of great value. For Instance, na
ture study, physical culture and drawing.
They servo to Interest as well as Instruct
the pupils and relieve their minds of the
strain occasioned by poring over their
harder studies.
"The talk of books being a financial
burden Is very much of a bug-a-boo. My
experience has been that the majority of
parents wno opject to purcna3ing the re
quired books are ones who squander on
invoious tnings ror tnemselves many
times mora than they are called upon to
spend for the education' of their chldren.
Another thing about which great ado Is
made Is tnat overstudy makes the chil
dren nervous. That may be true, but the
great proportion of nervousness among
the children Is caused not bv their excp-
slve work In the schools, but by being
auowea to sit up too late at nights. Plenty
01 eieejws wnat a cnua requires, a matter
that mapy parents overlook. No, do not
reduce the course of study,, but extend the
time in wnicn tnat course is to oe com
pleted; that, in my opinion, will solve the
difficulty." ",
Teachers and Papjls- to Blame.
ALLAS, Or., March 19. There i3 uni
W versa! complaint that the pupils
from the public schools have not been
thoroughly prepared either for business
or for entrance Into secondary schools or
colleges.
Our state course of study has not been
In operation long enough for the entire
blame to be laid upon it- Hence It the
complaint of the business men, teachers in
academies and normal schools, and pro
fessors In colleges; is just, wg must look
elsewhere for the causes, or at least, for
a part of them.
One fact is plainly visible, that the ef
fects from the working of the state course
have been to improve the condition of our
rural schools.
One of the main causes of the failure, in
this state, of the public schools to accom
pllsh fully that which they are designed
to do, Is the very low wages paid to teach
ers. Any young man with the require
ments necessary to teach school success
fully can make more money In other and
less nerve-racking business. The drones
or useless ones are left. Hence a lack
of prdper teaching.
Another cause, and one that more direct
ly affects the pupil himself. Is the habit
many parents have of allowing their chil
dren to run loose without any apparent
control. On the streets at all hours, at
tending' every public gathering, whether
church, concert or dog show, ffee or other
wise, attending; the back, alley public
school, imbibing all kinds of knowledge,
usually bad, or that which has to be un
learned before they can become true men
or women. These pupils, full of such
knowledge i) (save us from such), have
no taste or des&e for -the steady, bard
work that Is required to master the fun
damentals of an education. aney are
not goad sponges having already absorbed
to their full capacity. Np teacher can in
terest them, .unless with -something sensa
tional. They can not do hard, .continuous
thinking.
Another reason Is the early age at which
many' pupils complete the public school
yrork. Their minds are too miniature and
tneir reasoning racuiues nave not suiu
clently developed so that they can fully
comprehend many things that we are com
pelled xo try to teacn tnem.
Neither the state course of study Jior
the teacher is entirely to blame for the
conditions" which bring failure to the
puplC
Given croner conditions ana environ
ments, any pupil of average ability can
master the work required in the eight
ears of the public school course. I De-
lidve that a few thlnsrs in our course of
study might be changed to Its benefit," and
I think that those who have cnarge or tne
work "will make such changes as fast as
possible. W. I. .REYNOLDS.
Principal Dallas .tudiic acnoois.
.Radical Chanse .Un-irarrnnied.
DALLAS, March 19. My experience with
the state course qf study is very grat
ifying, and I find that the teachers In the
rural and graded schools of Polk County
who pre following the course carefully,
and making he adjustment needed in some
Individual cases, are obtaining results
that are very satisfactory to the pupils
and patrons. Since the course In lan
guage' and physiology has been reduced
from, a three-book to a two-book course
and the work In geography confined to
one book, it has reduced the work almost
to the minimum, and I do not see where
any material change can be made without
eliminating some of the branches that are
very essential. In the lower grades many
of our teachers are combining history,
physiology, nature study and geography
with the reading and language exercises
thereby saving considerable time and still
complying with the course of study. Draw
ing and music are receiving some atten
tion, but since they are optional they do
not becorpe a burden on the' schools with
limited time. The work of the public
schools of this county has Teen greatly
Improved by the present course of study,
and -while I do not claim perfection for it,
I feel that any criticism or suggestion of
radical change Js unwarranted on my part-
C. Tj. STARK.
School Superintendent of Polk County.
Says There Are Xo Nonessentials.
JACKSONVILLE, Or., March 19. Pro
fessor E. E. Washburn, principal of
the Jacksonville public schools, upon
being Interviewed concerning the course
taught In the public schools, said:
'I" believe the course to be very practi
cal, and that the proper amount of -time
is given to 'each study. The efficiency of
our public schools has been Increased very
much since its adoption. The criticism
that the course is crowded by placing In
It nonessentials Is not founded on actual
facts, but is the vagary of those who;
have not sufficient data from which to
draw' correct conclusions. The greater
part of the pupils and teachers' time is
spent on what these critics call essentials.
The time spent In the grammar schools on
drawing, music, physical culture and na
ture study the subjects to which soma
people object Is well spent. The physical
culture mentioned' by one of our legisla
tors Is not in the course of study, but
utilized as a means of rest, a few bene
ficial callsthenlc exercises are usually
given during the session of school.
To teach pupils to walk with heads
erect, to expand their lungs ana to
control their muscles Is certainly of value.
For music, the course calls only for some
almnle note readlnt: and vocal drills to
cultivate and develop the organs of speech.
The value of a good voice cannot be over
estimated. Our future citizens must con-
va-rfic. nnri transact Dusiness wiin euuu
"other and the power of a rich, sweet voice
in reading or speaking Is Invaluable.
No one but a teacher Knows tne vaiue
of singing to rest or quiet pupils. Al
though the subject of drawing is given
but little time In the course, it is produc
tive of excellent results, particularly m
developing thought and In giving exact
ness of vision and expression, it teacn ea
the eye to see clearly, the band to execute
correctly. Two lessons a week, with text
book In the hands of the teacher. Is tho
direction for nature study. What better
subject can be used for two morning ex
ercises? It is not the purpose of the publlo
gchools to furnish trained artisans or pro
fessional men, but to develop ana train
the powers of the child for intelligent cit
izenship, to teach the subjects so prac
tically that he may apply tnem to tne
everyday affairs of life.
The so-called essentials are not crowa-
ed out by these other studies. The teacher
In the rural school having eight grades,
with 20 to 30 classes in the 'essentials,'
does not have time to teach each subject,
even if It has been studied well, so that
perfect results are obtained. In our vil
lage schools teachers usually have two or
more grades and must hear from 12 to 20
recitations' In .the 'essentials.' This I9 far
from satisfactory. It Is the teacher that is
crowded and not the course of study.
What we need is a concentration of fqrce3
by uniting schools and allowing teachers
to do Individual work with pupils. In
several years" experience, as a teacher, I
have never known a pupil in the public
schools to Injure bis health by over
study, but I have known several to do
poor work, to become nervous and 111 front
attending parties, from reading pernicious
books outside of school hours, from at
tempting .to devote several hours a day to
the practice of music, and from Improper
food. Lack of parental co-operation
causes more failures in proficiency than a
crowded curriculum does. The cost of
text-books for any grade Is small. The
so-called nonessentials cost about 25 cents
per year. A great many boys and girls In
the village and town schools pay more
money for confectionery during a school
year than their books cost. One trip to
the circus will outfit a family with school
supplies.
"The present course of study if strictly
followed will bring the very best results
to the boys and girls of Oregon, the ma
jority of whom will receive all thelf
schooling In the .public schools."
Points Out a Few Reforms.
EUGENE, March 19 Dr. A. -F. Bech
dolt. City Superintendent of Schools,
being interviewed on the same subject,
said:
"I am asked' to express my views touch
ing a resolution, offered by Senator Miller
and passed by both Houses, ' requesting
the Board of Education to come to. the
aid of much-afflicted childhood and re
duce the number of studies pursued In
school. The statement 13 made that the
public schools require so much work from
the child that the essential branches are
not, and cannot be, well learned, and that
the amount of work should be reduced so
as to enable teachers and pupils to give
special attention to the branches that
will be of most value to the children In
pursuing the different avocations of life.
In regard to this, I may say that Senator
Miller has not stated in his resolutions
what branches these are that will be of
most value to the child. If he cleirly
knows, he owes it to the world to share
it with us Instead, of throwing the burden
of guessing on the Board of Education.
"From long experience I must deny
that so much "work Is required on the
(Concluded on Page 29.).