Wisconsin Farmers' Institutes / Wisconsin Farmers' Institutes : a hand-book of agriculture
Bulletin No. 11 (1897)
Morgan, Carrie E.
Our public schools, pp. 145-150 PDF (1.7 MB)
OUR PUBLIC SCHOOLS. 14 than thirty instead of more. Teach- ment which ar taking the attention er who have been fortunate enough of pupils from their work. Just at to have a small school will verify the age when our boys and girls these statements I know that should be giving the best of attention teachers of a few years back to school work, we find them devotees will say that they did splendid to society. Many spend more time work with seventy, and no doubt talking about the latest ball and other they did, but how much bet- amusements than they do studying tsr work they might have done with their history and geometry, and sure- fryort ly parents are to blame for this. A With seventy pupils in a room no little wholesome amusement is a ne- teacher can have much time for indi- cesSity for students, but when it be- vidual work, which is acknowledged ces a business instead of a recrea- to be the ideal method. A great cry tion it is going a step too far. Pa'- is often raised at the time of erecting ents who have allowed their children a building that it is too large and a to become absorbed in amusements useless expense, but people find to must blame themselves if the children their chagrin in a few years that the are a failure in schooL It is impos- building is over-full and a new one sible for the teacher to counteract must be built. It is a wise and most home influence in this respect. economical thing to build for the fu-Eighteen years used to be considered tureobthe proper age for young people to enter society, now it is fourteen or Value of School Libraries and Aces- even younger. If we are advancing in soriem, many ideas, we are surely going back- I wish to say just a few words in re- ward in this, and never until a reform gard to school libraries and appara- is instituted can we expect the best of tus. We cannot expect teachers of work from our high schools and col- science to do effective work without leges. apparatus, nor can we expect pupils to get a fair knowledge of history and "Union is Strength." literature without books to read. Of course these things cost money, but The home life and the school life it is money well invested. They serve are inseparable. The influence of the not only to instruct but to amuse our one must act upon the other, but the young people. If more money were home influence is the stronger and has put into libraries and reading-rooms the greater effect in moulding charac- and less into doubtful, if not harmful, ter. For the best of results it in ib- amusements, it would be better for solutely necessary that the parent and the moral tone of a community. Our teacher should work hand in hand young people must have amusement, There are two ways in which this and if they cannot find it in books or can be done. First, by forming co- pleasing occupation they will find it operative associations which all par- elsewhere Educate the child to en- ents and teachers in one ward should joy proper amusements and he will be urged to join. These local meet- care less for doubtful amusements ings could occasionally give place to when he grows up. a general meeting. Although no reg- The home and the school are both ular organization exists in our cit'- places for this education, but neither such meetings have occasionally been cam do it without the proper attrac- held and I believe they are productive tions. One of the greatest difficulties of much good. with which our teachers have to con- In the second place parents should tend is the number of outside amuse- visit schools, not in a critical spirit, Flk- .-,~ 1-i-, I .I
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