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ashamed to confess that they have no zest for health-giving exercise secured in the practice of out-of-door sports unsuggestive of danger to life and limb, the loosening of moral fiber, and the palsy, if not death, of all Christian character.

Town ball, a popular game in my boyhood days, was participated in by all the boys of the school. The ball, a home-made product, wound by deft fingers about a small piece of rubber or, in lieu thereof, a marble. The leather covering, when the ball had one, was taken from the top of a cast-off boot. The bat was usually a pine paddle so fashioned as to present, when wielded by the batter, a broad surface to the ball. None of the players was encased in sheet iron or upholstered with cotton batting. All padding obtainable was used to make less effective the downward curves of the teacher's paddle. The rules of the game made it permissible for the catcher to use his hat if he were not expert enough to stop the ball with his hands. The batter could demand high or low ball and dictate the speed of its delivery. Simple as was the game, it was thoroughly enjoyed by all who participated in it. There was no demoralizing of study, no danger to health, no incitement to gambling, no provocation to idleness, no wrecking of morals in its practice.

I have not forgotten some of the open-air recreation in which I indulged when a college student. Baseball was the popular sport. Match

games, wholly within college circles, were not infrequent. I was pitcher in one of the college nines nearly three years and, within that time, never played a game outside of the college grounds or one that awakened any one's fighting or gambling enthusiasm. Our victories and defeats were accepted pretty much in the same spirit. There was whole

some relaxation from study unattended with bodily harm, loss of interest in any phase of our literary work, or any infraction of college discipline. Many of what we now call field day exercise were in vogue. It was thought some honor to be a swift runner or a good jumper, but no hideous chapel din welccmed the winner of a race or the victor on the jumping ground. Such athletic sports as found favor were indulged in with moderation and with scarcely a ripple of excitement on the current of student life.

It must be enforced upon the public mind that the college is not a sporting arena. Its mission is not to demoralize character but to build it up. Games and contests that interfere with legitimate college work, that bring close in their train forces strong to work harm to body, mind, and soul, must find no favor with college patrons, no apologists in college faculties. What kind of athletic sports may students indulge in? and to what extent, and under what limitations, shall such sports be practiced? these are the burning questions to be considered to-day by college authorities and the public.

It is not strange that the lawless spirit evoked by football should question any one's right or authority to put metes and bounds to its practice. After the "grand game", as one of the newspapers called it, between the highschool teams of East and West Denver

a game “fought desperately on each side, the features being left-handed jolts on the jaw, by some player on the opposing side, followed by joyous exclamations from the rooters" Principals Smiley, Bradley, and Hermans took action to prevent the recurrence of such disgraceful scenes as marked that game. Pupils notoriously derelict in the performance of school duties were required to let football alone long enough to get their lessons. This brought "music in

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the air", to use the expressive language of a newspaper reporter, and "indications of a mutiny" unless the “obnoxious order” was revoked. The students were quoted as being of "the opinion that they reside in a country whose inhabitants enjoy the luxury of personal liberty.” It was reported that any attempt to suspend the refractory and rebellious students would make the school authorities defendants in suits at law. This statement presupposed that the pupils' parents would stand by them, to the utmost, in their rowdyish, senseless, and law defying course. In this there was an evident error, as football in the high-schools of Denver has fallen into “innocuous desuetude” and the Goddess of Justice has not had to bare her arm or lift her sword in defence of the right of school youth to have everything and everybody turn to the right when they cry gee.

Attorney-General Carr, of Colorado, quotes with words of approval, the language of a Texas court: Teachers have the right, the same as boards, to prescribe reasonable rules for the government of the school under their charge and to enforce, by moderate re

straint and correction, obedience to such rules. This authority of the teacher over the pupil is not, in our opinion, necessarily limited to the time when the pupils are at the school room or under the actual control of the teacher. Such authority, we think, extends to the prescribing and enforcement of reasonable rules and regulations even while the pupils are at their homes."

The education of the future, no matter where or to whom given, must make prominent the meaning of such words as law, order, and decency. Liberty is not license. No one, so long as he forms one of a community, can govern his actions solely by his own will, often untaught and undisciplined. His liberty, for which he will contend the more persistently, perhaps, as he is the more ignorant, does not mean any right he has to do a given act irrespective of the statute and the just rights of others. Liberty protected and bounded by law, is the birth-right of every citizen of this country; and high or low, rich or poor, strong or weak, cannot, with right, claim any wider freedom than that.




The Critic of November 13th has for college. It does not altogether in it an interesting and very just approve of the manner in which editorial upon "The Harvard Re- the committee attempted to get at port on English.” It shows the im- the root of the difficulty and disportance of the discussion which re- tribute the blame for its existence; sulted in a provisional scheme of and in a courteous but straightstudy, not only for composition and forward manner it objects to unEnglish, but for other subjects em- fair criticism of the work of the braced in the work of preparation teachers in the secondary schools.

To quote from the article: “It is

the literature which has become always desirable, even in reforms, classic is both new and old. The

. to be just; and particularly desira- daily use of the pen and pencil in the ble to be just to a large body of classroom may be said to be modmen and women whose devotion to ern, and while injurious to the immediate and exacting duties is handwriting when the letter is not quite as useful as that of the college yet fully settled, is so useful an adinstructors in English, and whose junct to the instruction in spelling practical assistance in the discus- and in composition, that it should sion has made possible, a reform be accepted.” that was only in the air', mild and With the deepest kind of interchaotic, whose early movement into est in high schools, having spent shape was much hindered by false fourteen happy years in teaching in misdirection on the part of the them, I wish the teachers of the college."

primary and grammar schools in Agreeing with every word of this, our towns and cities, and the teachI am struck with the thought that ers in our district schools to adapt high school teachers after reading much that I have quoted and shall it once as it is, ought to read it, sub- quote to their own work, for I am stituting the word "high" for "col

of the opinion that to have the use lege," stopping with the word "in- of good English at all general, we structors," and making the state- must begin back of the secondary ment apply to all elementary work. schools. For years we have had We all so need to cultivate the vir- a considerable amount of written tue of justice toward the schools work in the city schools, but has it preparatory to our own.

been of the right character? Have The Critic in describing some of we had a sufficient amount of writthe early attempts to build up a ing in the country schools? The system for the study of English Report of the Harvard Committee says: “But it was not a wise leader- says: "More practice, more daily ship that set the untrained youth to drill and severe discipline are renoting the errors in the English of quired. The difficulty is to find time Walter Scott and Thackeray, that for this practice, drill, and discispent its days and nights in ringing pline.

The solution seems the changes on 'shall', and 'will', to be simple: English should be when it had taken away from the taught in the preparatory schools pedagogue the 'shall and from the not, as now, altogether objectively, pulpit the 'will’."

but incidentally, and in connection After describing some other with other studies—mathematics, features of the new method now at geography, history, and, especially, the service of secondary schools the foreign languages and the classics." writer says: "A careful tasting of In most of our elementary schools




we do not have the foreign lan- it with the exquisite pleasure that guages and classics, but we can ap- one has when he finds the opinions ply all that is said with the excep- he has previously expressed, uption of what relates to these sub- held by high authority: "Furtherjects. It seems to me that the in- more, the instructor, in altogether troduction of more written work too many instances, does not know into the country schools instead how to do his part in the work, and of increasing difficulties there consequently the study of literary would lessen them. Educative sil- models, as now carried on in our ent work would be provided for schools of secondary education, not some while others were engaged in infrequently does more harm than oral classwork. I doubt the value good.

good. Not only, as the papers of spending much time in filling show, is it marked by a pitiful waste out forms, -as is sometimes done of valuable time, but it leaves bein parsing, -and when we are aim- hind it a sense of weariness and dising at correct spelling, capitaliza- guist rather than mind hunger. For tion, punctuation, and clear expres- instance, what possible benefit can sion, abbreviations should be spar- immature boys derive from devotingly used and entire sentences ing a large portion of a whole should be the rule. No one should school term to the analysis of a ever do his work in such a way as

single oration of Webster's by parto need to apologize for it by say- agraphs, sentences, and clauses; or ing “I didn't know you were going

what but a sense of repulsion can to take it up."

result if children, needing assimiIt is not at all necessary for the

lative nutriment and craving the teacher to exhaust time and energy

stimulant of interest, are daily dosed by examining all the slates or pa

with long and to them nauseous, pers of his pupils every day. He

because unintelligible, drafts from should manage within a fixed time Emerson, Ruskin, Cardinal Manto get an idea of how each pupil is

ning, Matthew Arnold, and Walter doing his work, but his system


The province of should not be so rigid that the pupil

the preparatory schools is to train could determine its workings. By

the scholar, boy or girl, and train noting common errors, the teacher

him or her thoroughly, in what can

only be described as the elements can plan blackboard work that will

and rudiments of written expreslead to clear discrimination on the part of pupils and be very effective in

sion,—they should teach facile, showing why a thing is wrong and

clear penmanship, correct spelling,

simple grammatical construction, what ought to take its place.

and neat, workmanlike, mechanical In conclusion, I must come back execution. And this is no slight or again to the Report and quote from simple task.”

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On a day set apart for the cele- brought together a common service bration of the birthdays of a na- in honor of Washington and Lintion's heroes the exercises should coln will have in it more spirit than be of an educative and inspiring separate exercises by the various nature. They should never be schools. merely entertaining; and I think A number of noble sentiments it better not to have any exercises from our great men are given not at all than to have trivial, jingling only on account of their worth, but rhymes or trashy prose of a kind that a greater number of pupils that not only fails to do honor to may have some share in the afterthe memory of Washington but is noon's work. a positive insult to the dignity of Two years ago in making a prohis character. Some educational gram for February 22, I gave a papers publish and some teachers share of attention to Lowell. He use in their schoolrooms selections ought not to be forgotten on his that do much to cultivate a spirit birthday, especially as our country of irreverence, which all those who has produced no more patriotic thoughtfully consider the welfare poet; but as I thought it best to of our country deprecate in the combine the celebration of Linyouth of our land.

coln's birthday with that of WashIn the program that follows ington, I suggest that one of the choice literature will be found. For pupils prepare an essay on Lowell use in ungraded schools a few exer

or that the teacher give a short cises have been inserted that are talk on this fine type of the Amerdesigned mainly for the little folks.

ican citizen. But I know that they can be helped

PROGRAM. by listening to older boys and girls

Song - Columbia, the Gem of

the Ocean School. who can be trained to speak well

Concert Recitation- What Conthe orations of orators and the stitutes a State? poems of real poets. Indeed when Declamation - The Memory of I taught in the grammar schools I our Fathers (Lyman Beecher) (Mcused to think the more real worth

Guffey's Sixth Reader. Take first in a thing the better my pupils

two paragraphs.)

Sentiment Our Native Land. spoke it. Where the pupils in (To be recited by one of the little graded schools can conveniently be children.)

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