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WISCONSIN JOURNAL OF
JOURNAL OF EDUCATION.

shall not be counted on the thirty-six required credits. Studies may be substituted from one course in another, but the languages, mathematics and physics are required.

INSPECTION AND ACCREDITING.

COLUMBUS, Wis., December 10, 1898. Editor Journal of Education, Madison, Wis.: Dear Sir:-Several inquiries have reached me since your November issue concerning our relations with the university. The omission of the (*) before the Columbus high school in your printed list, led some of our friends to concern themselves as to our treatment by the university.

A glance at the university catalogue would establish the fact that the omission was due to the printer or proof reader, and a misunderstanding so easily corrected gave us no concern. The fact that so many noticed the omission and inquired about it, is an index, however, of the anxiety felt by many concerning university inspection and its possible results. This subject has been and is now being quite generally discussed, so that an added word here may be superfluous, but as the printer has given me a small excuse I may be pardoned for giving you briefly our experience as an accredited school.

Six years ago Prof. Hendrickson visited us as inspector on our invitation, and accidently (possibly) Prof. Sylvester, then high school inspector, "dropped in" with him. They found us in the old building with one assistant in the high school, an enrollment of but forty-five pupils, no library, little apparatus, no supplementary reading. One thing only they found One thing only they found plentiful-promises. It would have been jusIt would have been justice to require of us at least a partial realization of our promised ideal future, before giving us a place on the accredited list beyond what we then held, but we were encouraged to take a forward step with the understanding that an approximate fulfillment of our plans would be expected of us.

Since then we have been regularly inspected by a representative of the university, and the relation established has been profitable and pleasant.

Although some suggestions have been beyond our immediate realization, the demands of the university have never interfered with the demands of an intelligent community, and no disposition has been shown to worry us with threats.

Our attempts to meet the increasing demand of normal schools and county superintendents that pupils come to them with a better knowledge of what are known as the "lower branches," have never received a shadow of

criticism by the committee on accredited schools. They have never asked us to shape our courses to fit all pupils for college. They do demand of us (a) that courses of study be maintained and adhered to that will properly fit those who graduate from them to do creditable work at the university in the courses there to which we recommend them, if we wish to remain accredited to those courses. (b) That teachers adequately prepared for their work be employed, and that they be provided with proper equipment to do that work.

I am not assuming to outline the policy of the university toward accredited schools. I am giving testimony in one particular case, and judging from our experience, I should be safe in saying that the widest latitude is allowed these schools to work out their own local problems under their own local conditions without compromising their standing with the university.

The university demands growth not in numbers, but in power and real fruitfulness just as we demand growth of the university. The prosy professor of twenty-five years ago who drew his pay and kept his place in spite of his inefficiency is being relegated to the rear. High schools and university must keep pace with the times.

In no department of the industrial world is there anything like a stand-still. There is in every department a tremendous push for the front line, and the schools are no exception. That school which is content to rest upon laurels already won will be forced to take its real place as the front advances, whether it be high school, normal school, college, or university, whether it be through inspection by officials or by an intelligent and wide-awake community.

Very truly yours,

M. H. JACKSON.

HOW AND WHAT MAY WE TEACH OF POLITICAL ECONOMY IN GRADES BELOW THE HIGH SCHOOL.

A history of the American schools might be very interesting and instructive. The growth of their respective curricula might be more interesting than one can well surmise, and to many of these the addition of political economy is now foreshadowed. However, confronting conditions offer objections in a measure to this extension. Political economy is now regarded as the science of man's temporal well-being, and no element of the human race can be isolated from economic and social influences. All organic beings must consume something in order to exist. Hence, thinking of man in a broad sense, we perceive tha to live, he must be a producer. The stude

a

of economics knows that subsistence cannot be doubled by doubling an application of labor. He also knows that the tendency of population to increase, is far greater than the power of subsistence from land to increase, so that the further we look into the future, the more important must the science of economics become. For such, and other reasons to appear, a knowledge of economic principles can be utilized in practical ways. This being so, together with the fact that less than 5 per cent. of the school children do not attend school subsequent to the completion of the eighth grade, it seems justifiable and desirable to make the most of political economy in grades below the high school.

Subsequent arguments will sustain further justification for teaching economics in the rural and urban schools.

Regarding methods of teaching this science one may be somewhat puzzled. There is at present, for our purpose, no suitable text-book available. A discussion of difficult economic principles must not be attempted, it certainly not being within the average pupil's comprehension. But an abundance of concrete topics involving these principles are available and could be employed. Among such are the Alaska Gold, the Cuban War, the Hawaiian Islands, The Bicycle, the influence of climate on farming, the erection of houses, public taxes, the jury system, the study of coins and of currency, and others. Topics will suggest themselves in history, geography, reading and civics. Current periodicals will furnish others in great number. The teacher could assign, after a while, proper topics to be studied by the pupils with the understanding that to morrow an analysis of them, in the form of questions and discussions, will be made. This done, a logical outline of the topics might be placed on the blackboard, and the pupil asked to address himself or herself to it.

Following

the same skeleton outline, let the pupil produce a written composition. It seems practicable, then, to correlate the science of economics. A brief discussion of a few topics will make clear the purpose in view.

1. Somewhere in this locality there is a vacant block. Mr. X. buys the first lot, erects on it a house, and moves his family into it. In the course of a few years all the other lots of the block are likewise occupied. Now, from the standpoint of economics, how have these changes affected Mr. X.? For one thing it is evident that his house is more liable to burn, implying a more expensive insurance. Much of the natural light has been cut off from entrance to the various rooms of his

home, making it necessary for them to use more of the artificial. That surrounding lots are now being utilized, throws unavoidably on the property-owner, the expense of street grading and of sidewalk-laying. Evidently, while Mr. X.'s expenses for insurance and light, and also for such improvements as just named, have possibly been burdensome, it is to be remembered, also, that his real estate has considerably enhanced its valuation. Another feature merits consideration. Mr. X.'s family is now more exposed than formerly to the possible contraction of such diseases as diphtheria, and in the event of this, financial outlays for medical and culinary services, nursing, and medicine, could not be avoided. Possibly many of the valuable household goods would have to be destroyed by fire, and a thorough disinfection made of the house.

2. We can do a little with the money question. Submit the United States coins for the pupil's inspection, likewise place in their hands as many specimens of the currency as practicable. Let them read the language of all these and question them upon it. As far as possible, teach them the fundamental principles of money. A good teacher could talk profitably to his classes about the different forms of money used by different nations during different periods. By tactful questions, the teacher could also elicit reasons for the preference of gold and of silver as money, and the great advantage of using currency.

3. Economically, last February's snow storm is interesting. Its effects were both immediate and remote. To many it was a financial loss to others the reverse. Because of that heavy snowfall, much wealth-during the winter and the two successive seasons—was and is to be produced. To many railroad companies it was a direct loss, they being obliged to run the usual number of trains on scheduled time as nearly as possible, at largely increased expense. Broken telegraph wires must be repaired; tracks cleared of snow; and in many instances it became necessary to use two engines instead of one. But not so with the lumberman and his employes. More men and teams were needed in the woods. And by way of illustration, more sleighs and harness were needed, this in turn, favorably affecting the manufacturers of these articles. As the sun melts the snow, logs will be floating down the streams to lumbering towns. This ensures the employment of thousands of hands during the milling season. This, therefore, means the production of wealth. means the exchange of wealth. It means the distribution of wealth. It means happiness.

It

It means prosperity. As regards the farmer, the snow storm to him is never an unwelcome guest. His winter grains and fields of grasses are invariably benefitted by lying comfortably under a thick snow blanket. By virtue of a snowy season, chemical actions in vegetable and inorganic substances are much promoted, thus new soil is made. And the farmer often gathers his largest crops subsequent to a season rich with snow. Let us consider another feature of this topic. A season of plenty snow causes an unusual amount of traveling over the country roads, because transportations under such condition are the easiest, the cheapest, and the most expeditiously effected. Thousands of loads of lumber are hauled back to the various farming communities where an unusually large number of buildings are erected during the following warm season. Such traffic proves profitable to the hardware dealer, to the seller of paints, to the carpenter, to the painter, to the paper-hanger, to the mason and others. Our conclusions, then, must again be identical with those ultimately reached concerning the lumbering business.

4. The Maine catastrophe affords an excellent topic for illustrations of principles similar to those already named. That many lives were lost is to be regretted, and we sympathize with all who mourn them. Regarding this feature, however, we can say nothing further at present, economics not being interested in such an event. As regards the great battleship itself, we have sustained a loss of $2,500,000. Το ascertain the cause of the accident, congress voted $200,000 for investigation. Subsequent congressional action, in compliance with President McKinley's call, resulted in an appropriation of $50,000,000 for national defense. Of this amount, three weeks ago, fifty per cent. had been invested for war purposes. Ever since the explosion, February 15, 1898, our country and Spain have endeavored to increase their respective forces. Both powers at variance have negotiated with Brazil, Chili, Italy, France and the other nations for war vessels. In various ways, then, the loss of the Maine has influenced the destruction, the exchange and the production of wealth. There are, no doubt, also many subordinate features of economic interest connected with the disaster to the Maine. For instance, keeping in mind that an estate shifts from the deceased to his or her legal heir, one might think of Mr. D. in possession of $25,000, that he invests in a manufacturing enterprise. Possibly all this money, while owned by him who lost his life, laid idle-with the exception of the interest it brought-in a Milwaukee bank vault.

If

such at least be the case, we are enabled to perceive that by virtue of the disaster, one may have become well-to-do and influential.

In conclusion, "What of it?" For one thing, our schools should have the three-fold aim (1) of developing intellectual culture, (2) of developing ethical culture, and (3) of teaching pupils the art of studying practical affairs of life. The ideal can never be reached, but unceasing effort toward it is beneficial. To real

ize the three ends in view, political economy is superior to many branches now being taught. It takes the pupil into the field of social phenomena, and that he should become familiar with such is at least equally practicable, if not more so, than that he should become familiar with natural phenomena. When properly taught, political economy gives power of analysis and discrimination, so very valuable, especially in the jurisprudences of medicine, of law, and of theology. American schools are faulty in that too many of them devote almost no attention to ethical culture, too much time being assigned to test-tube and the blow-pipe.

If then, this science cultivates in a high degree the ethical side of students, it becomes desirable to study economics. Its importance is apparent when one thinks of the topics with which it deals. These are among the perplexing questions of the day, being such as banking, rent, monopolies, wages, and capital and labor. It cannot settle these questions for us, but it may show their nature, give correct ideas, and emphasize the importance of observing them. We must not, however, make a hobby of economics, but endeavor to emphasize that it is a very broad subject. We must impress the pupil with the importance of his continuing reading and observing. Hence leave with him the following impression:

"I now understand the mission of political economy and wish to investigate current topics with which it is concerned. This I am now able to do, having confidence in myself and knowing how. I will study the money question by reading literature pertaining to it, so that I may become conversant on this great problem, and others of equal importance. This is now my ambition, for I fully realize that I do not know a great deal, but that I am now in a position to learn something."

B. M. JOSTAD.

REPORT OF THE COMMITTEE OF SIX ON RURAL SCHOOLS.

The committee of six appointed by this body, one year ago, to make further report on the condition and needs of the country schools was reduced to a committee of five, much to the regret of all concerned, by the resignation

of Superintendent Emery from the committee in the latter part of the year. The remaining members, however, have given such time and labor to the work devolved upon them as the pressure of their daily duties would permit, and herewith present the results of their study and conference. It may be further said by way of preface that the conclusions herein offered are those of the committee as a whole, and not of any individual member thereof. Every member of the committee has made contributions to even the language of the report.

In the organization and management of a public school system, it would seem to be a cardinal principle that the state is bound to provide equal educational privileges for all the children of school age within its borders. The state undertakes the work of education for its own safety and the common good. And these results can not be attained by any system or policy which neglects the poor or the indifferent, and confers the least of opportunity and care on those who need it most. It is for the interest of every part of the commonwealth that every other part should have its full and free share in the educational ministrations of the state. Otherwise, the whole theory of public education is a hollow delusion, without adequate ground or justification.

But along with this principle of equal privilege to all the children of the state, must go the complementary principle of equality of burdens. There should be a just and equitable distribution of the burdens of taxation so that all the wealth of the state shall contribute proportionately to the education of all the children of the state. Since public education is for the common good, and all are alike interested in its results, it follows that one man should not contribute ten times, nor two times, as much per dollar for the common good as another man a few miles away. "The common good demands common support; and justice demands an equal distribution of the burden."

These two principles (1) equality of privileges and (2) equality of burdens seem to us to lie incontrovertibly at the very foundation of state support of education. If, however, it can be held that there is any class of schools which deserves more than another, the fostering care and oversight of the state, it is the common country schools. The country child needs education as badly as any other. Moreover, the life of the city must be continually replenished and invigorated by its draft upon country youth. The city needs, quite as much as the country, that the country youth should be decently trained for the duties

of life and of citizenship. But the country child is the victim of certain physical disadvantages which sorely handicap him in his efforts towards even a moderate degree of culture. It is for the interest of the state at large that these disadvantages should be reduced to the minimum and not be aggravated by any removable defects of administration.

The first question to be asked, then, and a vitally important one, is the question whether the state is making all due and possible effort to secure to the country youth their full and equal share in the privileges of, and opportunities for, that elementary education which is the birthright of every American citizen. To this question, but one honest answer is possible, and that a negative one.

Whether the country schools are absolutely less efficient and fruitful than a generation ago is not a question of vital moment. We only waste breath and confuse the real issue by the discussion of that proposition. The unquestionable fact to which our earnest attention should be directed is this, that the country schools are by no means as good as they ought to be and might be, and that they are not keeping pace with the city schools in progressive excellence. The city school has, relatively speaking, good teaching, fair classification, and close supervision. The country school, still speaking relatively, has poor teachers, crude classification, and little supervision.

But it is not alone in comparison with the city schools that the country schools are failing to sustain themselves. There is abundant evidence that they are not keeping pace with the material progress of the people. Country people are not now exerting themselves to such a degree, or making such sacrifice in the cause of public education as they did twentyfive years ago. It seems to be the lamentable fact that the country schools are not now held in that high favor by the people at large which they once enjoyed and to which they are indeed entitled. The causes of this diminished regard will be considered farther on.

Whoever seeks a way to better the condition of the country schools and to give them a higher place in public regard must first essay a double diagnosis. He must inquire carefully into the causes which impede the progress of rural education, and, at the same time, into the reasons for a diminished interest on the part of the farmer class in their own schools.

Fortunately, it does not require any superhuman wisdom or insight to discover what are the chief evils which beset the country schools.

Their great, comprehensive defect is in the quality of the teaching itself. Poor teachers, in so great proportion to the whole number, are the bane of the rural school. Country teachers are, in most cases, young, immature, half-trained, ineffective, and lacking in professional ideals and ambitions. They under

take one of the most delicate, exacting, and responsible of all callings, with little experience of life, and with little knowledge of the world or of human nature and its vital needs.

It is true that many bright and worthy young people enter the work of country teaching, but the majority do not remain in the work long enough to acquire that maturity of character and judgment, breadth of knowledge, and insight into educational problems which time and experience alone can give. Matrimony claims many, and sometimes none too soon. Greater rewards in other lines of labor withdraw many more; while of those who are found really successful in the work of teaching, the best are gradually gathered into the city schools of the land, through the greater watchfulness of city school officials and the greater emoluments which they offer. The teaching force of the country schools thus includes two classes of unfit teachers, the callow apprentice class with no adequate conception of the work they so lightly undertake, and the "old stagers" who remain year after year in the work because nothing else opens to them, as unfit in the end of their career as in the beginning. We would not overlook nor forget a third class of earnest, faithful, and insufficiently rewarded teachers, who relieve the situation and save it from utter hopelessness; but the two classes just described constitute a clear majority.

If we could place in the country schools as competent a body of teachers as are now found in most city schools, there would still be a rural school problem; but it would be far less formidable and refractory than it now is. We come, then, to a consideration of the reasons why the country schools have not as competent a body of teachers as the city schools. This brings us face to face with the financial obstacle to the greater efficiency of rural education. While farmers may have considerable property, they have not, as a class, much ready money. In most cases they have risen from narrower circumstances, and have been schooled to close economy, in some lines at least. They are not flush-handed, and other wants seem to them to press more closely than the better education of their children. For this and other reasons, the wages of country teachers are kept, in most cases, at so low a

rate as to utterly preclude the securing of efficient teaching. We do not feel disposed to charge the low wages of country teachers wholly to parsimony or niggardliness on the part of the farming class. The fault lies in their standards of relative value and their lack of ability to distinguish good teaching from bad. Schooling is schooling to them, and they cannot understand how bad an investment poor teaching is at any price.

The recognition of this fact brings to view a second reason why country teaching is so often dear at any price, viz.-the woeful and devastating lack of discrimination in the selection and employment of teachers. There are many more would-be teachers than there are schools. There is room and opportunity, therefore, for selection. If country school officers would exercise the same care and wisdom in the selection of teachers that the same men would exhibit in the purchase of breeding animals, the average quality of country school teaching could be noticeably improved. But teachers are a commodity concerning which they have little skill in judging.

The rural schools of Wisconsin are administered by nearly 20,000 local officials. Many of these are unable, themselves, to read or write; few of them have the training or the experience which would qualify them for the task of school administration. Says one county superintendent of large experience: "The school officers as a rule are ignorant, so far as a knowledge of schools is concerned. They do not know a good teacher by her work, nor how to provide for a good school." Says another, one of the most active and earnest of our superintendents, "Not more than 20 per cent. of the school officers in this county attend to their duties or understand them." And we have no right to expect anything better under our present system. Is it reasonable to suppose that rural Wisconsin can furnish 20,000 persons able and willing to exercise such wisdom and discrimination as is needful for the selection of the best teachers out of the swarming army of half qualified young persons who covet even the small stipend of the country teacher? Here indeed is the weakest point in our public school system; and one reason for the superior excellence of city schools is found in the higher grade of school officers made possible, at least, by the larger unit of school administration.

A third obstacle co-operating with inadequate compensation and the ignorance and indifference of most district officers, is found in the sparseness of population, and especially of child population, in the rural districts of

or the

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