Chicago Daily Tribune Newspaper, November 20, 1881, Page 9

SE: SUNDAY, NOVEMBER 20, 1881I—TWENTY-TWO PAGES. ; 9 Overcoats. ~ Pea AN ENTIRELY NEW LOT OPEN TOMORROW MORNING. Wade to Compete with the Best Custom Tailors’ Very Best Productions. Quantity and Cash enabling us ‘to price them Much Less. , | ARVEY OF STATE STREET, 84 AND 86. hed by these siich as is needed for a good or otherwise ‘negligent. parents achievement of every permanent and desira- so bravely established by. those heroes.of « « CHICAG U H . | Pupil of mine in the Kinzie School, whom I | gravity that the teachers of this cit; in | foolish, c i th ry + ‘ - 4 f IC. O PUBLIC SC OOLS ppeeially: relneiber a passing through four 7 large proportion are worthy of their permit’ them to runat large to. become a bie reform in education. e ae ¢ tigen a Will a ausmiteriae oF Sraanig che Bunker Hitt and Vor town. reach the arias . ‘ i a i “Oo years, y i si ‘sour contami . AS AMES HANNAN. istry and phys raphy kn - rte A Hen of these awiul grades in two years, called | calling. They are students of its needs and | constant source of contamination. As much Sleeat Tee ioake ob Papin and ability to | ‘peerless fabric” so ze: sly woven, crim- soned by the blood of fe 33, hero come the broad asylum for the bray yirtuous, and the true. Pre Lucics WEINSCHENK. Letter from Mr. James Hannan, Prin- | on me. She reported that she lef re s every g ; | as seven years ago, aud very largely as a re- wu left | interested in.its every: improvement. They 5 Seve rs ago, and very ly Mr. Lucins Weinschenk on Popular } york problems in iigher algebra enavle us te 1 4 e, the cipal ol the Lx Salle School. the Kinzie when in the seventh grade, entered | are capable of making preat sacrifices for the sult of deliberation on the matter in the < r 5 algebra us ‘To the Edltor of The Chicago Tritene. ivision High Schvot fram the | schools of this city when honest occasion Principals’ Assuciation, the then Superin- Education. to consider questions of state? We are told La Sate Scitoor. Curcaco, Nov. 19.—1 1, in due time completed the two | demands it. It may not be utterly out of | wndent recommended the organization of a To the Editor of The Chicago Tribune. sare for discipline. We grant venture to profess some interest in some of | years’ course, was then examined fora teach | place. to ‘allude to two illustrations. Im- | special school for pupils of this class or who Cmtcaco, Nov. 19.—The American people firm that they are no doubt very our recent discussions of educational mat- er, went back to te High School, staid | mediately after the great fire the city was for | were. tending in this direction. Now, what’) claim to rank among the most enlightened | &9° pline; but would not other siudics x es tucational mal | two years longer, completing the four years’ | a time in a ver tuicertain and preearivus | has Tue ‘TusuNe done to abolish this enor- ete which would be: useful in after life, whic! 5 1 feel that ir criticism: i i q or | ond educated nations upon the globe. : ters in this city. Ifeel that your criticisms | cyurse last June, and is now teaching with- | financial condition, Instead of holdtig tock, | that reeruiung-statiun for criminals by in- ated. nation : globe. | would aid us in business and r ‘and those which you have fathered are some- | out pay because She has not yet reached the | as one would suppose from. the character | tluencing the great public and urging the Though we may be excelled by older nations | be equally as well for discipline and have the what harsh. Ihave been for nearly twelve | prescribed minimum age of a Chicago | you give them, they assembled in the Skinner | proper offi to carry out this must wise | in some of the higher branches, as music additional advantage of furnishing a soli years employed in Chicago as Principal of a | teacher. School puildmg and without a di ting | and practicable scheme? Again, sever ul | and fine art, we nevertheless boast that our foundation for our future i no’ distinction grammar school, that having also a full pri- | Lb no reason to believe’ that my expe- { voice, resolved to continue their wor! and | new schools are to be upened soon. ‘The | jnowledge is based upon a broad and com- fatten sere So OE eae are COIR: ve bee! athy | Tience in these matters is at all singular. 1 | take for it whatever vay the city found itself | ci sno teachers to put in them, It is | oo unsive princivie, and has advanced the bie Tago, vigee are cule mary department, I have been in sympathy | hove never, to my knowledge, lost caste with able to give them, and to take it whenever | obliged to advertise a public examination, prehensive princivie, @ | petent te grapple with ‘questions of the day, with the work going on, and. accustomed to | the “teachers and Superintendents” on ac- the city was able "to give it, Again, at one | and todepend upon an tnceraid, vrecariots, | cause of civilization far more than that 0 and those ssh ‘ill idly stand by w hile the regard the schools and ‘school system of the | count of educational heresy. My school, in | time. during Mayor Heath’s Administra- | and most desperate chance of picking up2 | our European contemporaries. But, amidst Ballet shoved Hite thelr hands rr u fora city very highly.. I am not satistied that Secasional comparative tests, has never | tion, in order to keep the — ex- | few experienced or other teacuers in that | all this boasted progress, it may be well for bt ie try nis tigen ie “this the cred tre sis ces thi ranked lower on account of these: practices | penses of the Board of Education within | most imbecile way, Why? Because, against | 15 19 step down from our proud eminence as ey en. by u there is any just basis for the charses that | tanked lowompatible with the intellectual | its probable income, it was | allexed | the protest of the Prineipais and in ovedience | US '0 STEP & 7 ect the quae: idea of 2) great, Kepublie? 1s tis THE TRIBUNE and * rogress ” make agall ist | atmosphere of te district. 1 believe that, in | to be uecessary to cutoff some $10.00 from | to the clamor of. the press | including Tue fora moment, and squarely age? i au oT ne a. intel treues? _ Ue them. against their teachers, and against | reference to these matters, every principal the annual running expenses. lt ri- | “PRIBUNE), the ‘Board of Educauun closed | tion as to whether there is not room for vast be re ie nz ee eS test eae ee ™ teachers and Superintendents” in general. | in the city can give similar. testimony from | ously provosed to, close the Iigh-Schoul for | the normal school three or four years. ago. | jmprovement in. our educational sys- ite ni at pleas eek Heong ile se, therefore, with your permis- his own experience. 1 will leave you, Mr. | the time being and to“ break up” the system | Without a further multiplication of it-} tem. Lt behooves us to consider that we find an originy ale erin any de- T, proposes. Merton Deed Tis on exact the proper epithet to desig- | by dismissing certain special teachers. “The stances, ‘Lsubinit as the conclusion of. this partinent In our midst.. Either we are con: sion, and in accordance with your invitation, | i2'e the accusation made by “Progress” | teache promutly stepped into the breach, | branch of the discussion that, as goriveen | tae relations of this. system to O8F | vincell or we are not convinced, but for oriz- to ocenpy a portion of your space in the dis- | and repeated by Tae TieuNe that bright and offered to donate a week’s work-each to | the “teachers and Superintendents” of Chi- | Commonwealth, to consider what. shall be | inal lnvestigation—as well might you expect cus-ion of these three topics. { am aware | pnpils are “kept pack” in the schovls of | the city in order atoence to sav the $10,000, | cago and their aceesers, they are as the lamb | the fate ef our majestic Ship of State as she | the ties ve heselia ey je have rat i ded that, in alleging your invitation, Lam tech- this city. and to preserve intact what they supposed to | and yuw as the wolf in dEsup’s old story. pluws through the dashing waves of politic- ae us ane ao reek < hay ennee Sar nically amenable toa charge of being mis- anew as to examinations for promotion. be exeallent: aM | necessary: fe are of Ne Gene there is a still, f pute aaueet of the aI tutmoil unless some needed reforms are | jrasses. And the saue applies to ue coune % cl % “ 5 | ¥ ks concerning them are iislead-» Z estion you have raisea that o} ( di 7 1 Stheic work, Instead of be taken; for you only'stated that “the columns | O° TPE, Z vistead-s] Schouls, Of vary direct charge vou. wake | examined. “The unavoidable and inevitable | 7 le men in eallege.. ‘Their work, Ins of Tne TRIBUSE are open, for the agitation ie alts, Se ne ree alles de ays | against the “teachers and Superintendents,” | impression which your remarks and those lé |. Itis afact undisputed that the American tng mental labor—uownrient Hard thought of the subject of reform in methods of edu- | true that pupils are required to do equally | but to show that they are capable of making | * Progess” convey is that the school-teach- people have at all times gravely considered es IDLY ner ry fru re Pecananapelen cation.” And you have hinted that “simply | well in all. of them. Lt is exvected | & erifiey 2 ang have Ae spirit to deny ene ers in general are. conservative and non- | their educational interests. They bave suc- | j. solgom doubted. fice’? But Lam'sure that in this matter you iw ithe stan ard sduiltes, day oy dav iiuition, | Another fact that fairly indieatesa very high > GGeogze D. Broomell, | 2& “Public instruction, where the rudi- | education, but it is the grale of the educa- y me: a} he constitutional See tans i z Hon | Standard of character among the teache! : 1! ents of common knowledge is taught | tion which now absorbs uur. attention. Our did not werely mean that the ¢ Many principals. require pupils to reach a | Fe Gi i h as ¢! u ue ell ROW ASOT a ie wl grumblers and educational “cranks” of the | ininimum of tifty (on a scale of 100) oe ach. | this city is the absence of scandals. Consid- | reform” as you—I mean a to all, irrespective of race or condition. | standard of education is low, ane oe Th i % sphy ve in tw (200) on thesy | erng the weakness of human nature and the Sart aus! 7 it is Quivers S emai sid has obtainyd amere smattering of a few scien- community should make a displiy of them- T have not in twelve years rejected fact that, so many teachers (the number is Seriously, L suppose it is Quiversally con- | But it remains for us to consider | tiga: pri les from the wornout, pages of. Ives for the amusement of your readers. 1 z back” a pupil whose general AT” | ow pot far from 1,000) have. been employed ceded that sehuols are better now than they |- what shall be the limitto the education given | some antiquated geology, or can tell the date see egthat you would like to securean | ore studies gave reasonable assur- | DOW NOL TA ot oe ver Gal amour them | Usettte ve the pitpils of the present kuow | thus liberally by the State. On the one hand | of the trojan wat, oF FNe the Avrist passive honest discussion of the puints involved, EE AEE eee test and perialt ext | has ever shocked the moral sense of our ttney than their aitelt 9 die ae eater ot sub: | Weare told that it is the duty of the Com- | form of some Greek verbs is terined au edged and that you will not, upon reflection, pro- | to assure your ders that is the actual test venyle, it is an infallible indiesnon oe te jects, and know more of each, As a rule, nionweath to provide only the rudiments and eau TO a ree ple tO" ree eel nounce an adequate denial a bad defense to } it Chicago principal is at liberty, | prevulenee oF 2 very exalted and exemplary | pupils are more refined and studious, and | to leave the instruction in the higher branches | Suc 35 ee eer aid us in the Senate caer ghd in fact instructed, to use his diseretion | Moral character, Hieipline iy gentler and better. ‘There isa [ro private speculation and to be pursued | Clueation witch cing-house, the benelits of a serious accusation. saered is, that | HUIS wiatter, anu itis a. part of the “Sys. | There is another thought that may be men- vr proporiion of competent terehers eu- | by those only who may be so fortunate as to | which will not be confined to a few ArrEWe —The first charge to be considered is, tem” to do so, You will see that your one | tioned with propriety here, * Progress” and (iethe work than ever Defure, How is | be financially able so to do. While on the | minded college Professors or ‘antiquated A School Commissioner Offers the He- tort Courteous to The Fribunc.? To the Editor of The Chicayo Tribune. Duncecr, Ia, Noy. 17.—L have this mo- ment vading your article in THe Tuiwuxe of Sunday last entitled “ Keeping Back Pupits in the Public Schools.” The connnunication from “Progress” to. which you allude, Lalso read when-it appeared. Now, while Lam nota teacher, £ have served ten consecutive years upon a school-board, where the graded system is in force, and upon committees which brought to my no- tice quite intimately the workinus of this system, While I have not the tine to write, nor could you print, all that tne subjects con- sidered in your article suggest, still L can- not refrain from saying a few words to you, while my neighbors are listening to Kellogg. who is singing bere-to-night. You say “it isa rauk absurdity to suppose that if ten boys and ten girls enter a class in the public schools; their scholarship being the sane, these twenty children shall so pro- gress during the next five years. that their relative scholarship shall remain unchanged, and they'shall remain classmates until they graduate.” ‘True, that would be absurd, but such an event lever happened anywhere un- der any system, and never could happen. You say this is the hypothesis upen upon which the graded system is founded. You are all wrong again. You say, * Fitteen of these twenty pupils may. be unusually brilliant in four of the six required studies and Uuilin the rest, and that under the grad- ed system they must be Kept back to reach the standard required in we studies in which g in the graded schouls of Chicago pupils are | positive recommendation— tor that pupils | yourself have left the impression on wy wind | this accounted for? ‘There are in the United | other hand we hear with thrilling accents as We must infuse into iN eat back *—bright pupils must wait for | be allowed to goon with favorit stutes deat you wished to convey to your readers | States not tartrom20norint schools, whic | and toud procalmauon that the g.accents’| school miami | We mee ng a true | Hey are sh cull”) Leet us awe aunt Cab Om weacners and Super- | are each annually addi wained recruis to | sume control of all educational matters, NOU) Jove of country, | an yetiusiasm that | #l! krades. below the bizh schuul at least, us alteration of matters. | the suggestion that the that com- | intendents” of the city Were not anxious to those bianches only are started which It is supposed all pupils ought to study and know something avout, (UCcourse sume schools have German and some other optional stud~. ies.) Now, any one.atall familiar with these schuoly knows that those differences in mental powers or tastes which ‘make a pupil brilliant or so excel in any ove of the required studies tosuch anextent as to prevent his progress through the graves, be- cause of duliness in other required branches, do not appear to any noticeable extent, in grades below the high schools—in other words, guud scholars in one branch in those grades are good in all. ‘Chose differences do not bezin to develop till pupils reach higher mathematics, and even then your brilliant boy in algebra or geometry, if not equally . brilliant in otherbranches, is able to keeps up his grade. ‘The written examinations in all graded schouls will demon strate the truth of these statements. An ip spection of the examination-papers in th grades in question will show that the bes pupils in aclass excel in all the studies o the grade. Now and then some single prod igy may be developed who knows nothin e 3 cery ili hart would inake no ser ¢ dull ones. It is a very familiar charge. | 7} merely impeaches the wisdom There are a greatmany teachers in this coun | ign consent which has recosni sas Ba : Bitd the working force. These naturally com- | ouiy the kindergarten and_ primary, but the | wil 1 ir Jatent tat colin | improve the schools. Now, whatis the fact? | municate to the. whole’ body any oa ene ea tvorsitics, and colleges—in fact, pe etry otlte iret they shall sutives try who never saw a graded school in | studies as standard. ‘There 1s now power to [visa partot we preseribed duty of Princ | marked. excellence they | may have | to educate ‘the masses to any” protessivn | to fautiate such noble characters as Daniel the world, but who can be depended on to | excuse a pupil from any Study for cause. | pals to make constant study of educational | acquired. Herein in great part obviously | Which way be chosen; thus to render it pos-} Webster or James A. Gartield, and which make it, whenever ‘graded school” is ‘The course you suggest would apparensly re- | aestions and methods. ‘They-hoid montoly | fies the origin ut present stiperiurity over the | sivle fur that great class of young nen who | shail lead them to inquire and study the Shs >» | sult in gratifying a few probably unreason- meetings for their discussion, at which free Peon fathers. Now, to whac infiv- | fave ability and intellectual Dower but | Suvs and means of advantazeously ‘necting mentioned, as promptly as Tristam Shandy’s | She whims of a few undisciplined ar other. | svecc bit ails. Monthly meetings of teach tablishinent and inaintenance of | empty purses to acquire that Knowledge for he wwants. ey used to commence that story about the siege | wise spuiled children. Su il seams tome your | oh te held at the respective schools largely | these 1 schools aud normal depart- | which they so eagerly strive. Our Union can certainly not long exist un- of Nainur. Ido not remember, however. to | Jament for the very remarkable boys whocan | for the same purpose; at the ris| cof incur |menis to be attributed ? Do you not know In determining the question as to which of jesewe Nave those at its head who are com- haveever heard it more plainly stated than | finish up their, arithmetic in pone aa A eet ancly in fasts Esentare te that the existence uf these schuvis is alist these courses the State should adopt, there |. perent to fill its great olfices, and at the pres- in your editorial of last Sunday on" Keep- | S00" put abe caus iY cue Kable | SP oy of them have done college or university Ee ee te te i terdonts® aPhoutyour| trees, be at One ten eter witch ent time, if at any, we heed wise heads. Our ing Back Pupils at the PublicSchools.” You } English grammar in a few ‘uonths,” | work. ‘They are experienced, bseivant, ity | are assisting. * Prozress” Lo hold up tothis | will the Government. and thus the people, oor ie eweacious coalition ‘union, as it speak of “training a class of sixty-four | and the really wonderful pupils who can | telligent, persevering, patient, syummathetic | community’ as & body which will positively | by benefited more? _Is_ it, consistent nous: it three zovernments, one Rene! ‘al and pupils, under the idea that they will all | sufliciently study the history ot the United experts on edacnnunar quyst nee it heirevery | resist “any change ” that way ve suggested } with principles. of political economy | twa, ‘Subordinate, a National, a State, and, a progress alike,” ana that each shall pe “for- | States in one term” is wasted upon the | interest is turthere by gout, and destroyed | tor the improvement of the schools ? ie ational policy to expend millionsannu- | tyunicipal government. Again, in our Na- i =) d never be | desert air when we remember that this apt- | by bad, work. ten an note Pistia Sthe Now, again, on this topic, how do teachers. } ally tor the dissemination of learning pertaitt- | Tonal we have three great branches. the ever ted to the same class, aud ne Hess and quickness enables them to miake | year numbering frow twenty to 100. They | compare witle their accusers? do not re- ing to the higner branches, to ‘class' Honal ative, the Executive, and the Judicial. advanced” “until he equats the whole | greater progress in the remaining studies. as | NC ue ous alk Wher wud free ati member, in fifteen, years’ experience, to have | studies, to seientitic researches, and forensic | 77°55 by no means an’ easy matter to class and “until the whule class equals | has already been shown. ‘1 trust enough | nity with their wen Ora nite aeate tnd all | Witnessed. a meeting of teachers in which | oratury? We say enrphatically, itis”. In | ALAS ane between these divisions and to him.” Ifyou had only introduced a “ Pro- | has been Said on this topic to show that | those now in this wae or tn aegaes | changes and reforms of one ind or aborher | educating our young men we wust take into) determine the exact Jurisiliction of each, A stean bed” y vould have touched the | Your criticisms and those of “Progress”? | Your accusation tat ee Net ngs have not veen proposed and discussed, and | consideration the ‘alcimportant fact that they | review of the history of the past will show ctustean you wou ed the | youn cr itare based tipon an erroneous ap- | Hot eratetully acknowlecee Ue cellence of | iy which belter teaching Was not specifically | areto constitute the citizens of this great | TEST Shese questions have heretofore been Bensibilities of many, without detracting in | prehension of the facts. You haveconstruct: | Ue core wity which he was fcnein will the | urged. L have read ‘THE TRuNe pretty | Republic; upon them will devolve the tan- | Hat these Arty understood. Frequently any degree from the sense or truthfulness of | eda man of straw having no existence in the schont course 4 Red bat one fas eee ts constantly tor teu years, and in all that time | agement ippbls vast: and intricate Govern- | Pave the statute books of the great European id have ainused yourselves and all | grimly suv le al i as tigidly | Thave never srena wort in favor of any | ment, and their plans must direct our course | Powers been marred by ordinances grossly ach the accusation. Being barred from “simply schools, al eres 4 at cu it was 2 ; i ri etre e | . | contined to the text-book and that it was an cakeat “ti " i ii A + Hi . one au . f seekers | Te a * 71? q ci yas y Y policy. thousands. ven then it is. a questior ucing for the information of honest seekers ity. it? teachers, What normal school lave you | mine the amount of educaton the average ‘There is but one way to avoid the recur- | whether it is not wiser to hold baek “such 1 prodigy In figures while he can be made & know something of the geography of the worls and of the ury of his own country, OF O the grammar, aud spelling and detinizions of words of his own language, as they appea in his reader and other books which b studies. Ur would you rush bint throug! with nothing but aritinmetic? . In the graded schools of this.city—ans such is the rule generally, { believe—then are sixteen grades below the high schoul- © + six months to. each grade. | My ubservatiot- iy that pupils complete thesé’ sixteen grade when from 12 to 15 years of - age Of course, many. pupils enter the sehoul at the fifth or sixtn grade. The major ity of/those who furnish the sixteenth grad * nestablishing? When has Tue Tku- | man must have in order to be an intelligent fat is by intrusting i tie capacity of a great public teach- | voter. It certainly ig not sufficient to have renee of inese Crore cat Mies anu urond ncated any proposition to practically | a mere Knowledge of the rudiments, which, briucivies. ‘This. indeed, requires know! culy increase the efficiency of the sad to say, a Vast, majority of our so-calle Pize whieh cannot be gained saperticially. force in this country? Jlus it not} citizens do not even possess, Every wan | Soo ooe those wino have held high pesitions forthe truth of this mater some. cognate #3 ch of the subject 1 ‘The result of this administration of school matiers of personal knuwledge and experi- ta eoncluel one: Eat more, and ‘hope affairs Is that there is amore universal and iy hoot in Chicago | YoUWiIl not rezard izas “ stunply denytiig Satistied patrunageof the public schouls uf. ere is not a grammar school in Chicare | irs Special pleading.” tis wade Iu 3 ee his city by all classes aud, cteeds. in this + cals 4 i ? Phere is how po plice on t HOt R Ber ” _ rather sought to “poison the wells” ? who casts a ballot at our polls, prone Ne jdst have any classical and. Mouth in the Year in Which exauinations for a cettin earth where so many children | of the schools of Chicago by any one wuo ‘And ernie ine again, in conclu layer ura banker, the janitor of some dis- in ous tuidst have beet ot toe, lived, Pie Promotion “do not | occur |” There IF | ofall classes are so well bandied $rom ay on possesses specific Knowleuxe of their actual-| Edior, to assure your reuters that itis un | trict courthouse oF ihe President of te | philosophic! sch trcareful and necessary Bola school in the city Jn Nene | ucational point of view as in Chie an ed: | pork Lhe punetuality, the attendanee, the | and long this line where faithful “teachers | United States, is called uvon, in decide by | Had acanited itp make of them a te eht “pupils are not frequendy | fas uever been in the world’s hisiory. at { | deportment, and the progress are so exem- | and Superintendents” have been struggling fig vore questions of greatest difficulty, aver | TOUT a und competent to rule a nation ita out of their classes and advanced | ove read it, a city whose school system Sg | plary as to convince every fair-minded critic | for years, often azainst the most adverse cir- } the soluion of which wen like Jolin Stuart | "Nt ours. cal w higher classes. This scttuol Was PVNTne | so great a proportion of the ool system had | ho will condescend to uiake an actual oo- | cumstances and unkindest opposition, that {Mill and other writers political veonomy | HEE Unio ONT. a nigh-schoolcurricahims, Jau. 14, BSL and up to the cluse of Suny | nents of vudlieschon! perfection, Me the’| servation of whats doing in them. cumstances, ant of lust comes, For Were is | lave perlians spent years of diligent: labor | | Tetgre we snauld have a tharough be] Wentyihree examinations vecurred. result | MON Sci which is now training every |. Lhereand now vesitte tent thehazardous | ascience of education. ‘There is a history of | and research and not nrrived ata defuit eon- | therelore, we Shoe Oot eal ecunoiny. Fee an latdinslead of ese be- | School systeln, S14, of 90.0.0 children. | experimental sugresting a comparison on this | edueation Sit cation, ner died with-sur | clusion. Yet we thrust the ballot into the | comPreT con Se rument, and kindred all regured to reach exactly the same | Gay 1 OUT Nt Tenge a fair, huvest, and in- | topics between te © teaenet aiisuperintend | Hes of reforius and refurwers. ‘There is a | hands of our ignorant voter, ‘and iznorant | the princiies OF Geren go teach these Standard, 138 of thein fell below the standar telligent examination of twese propositions | ents” and theiraccusers. The state of things philosophy of education. 1t is conversant | because the State bas not rightly instruct- | subjeci. en who are competent to make and are now workmg in their new grades on | Oo rie merits. 3 Sbove described enables theschuol administra- | with the matter to be mastered and the men-| ed him, and we demand | of hin Leb pains n Msally Instead of maintain- | are about 14 years of age. Your suppot here are also 15) pupils who have | O17 in ore is another. at least implied ac- fion to undersand the needs of theschools. Bus | tal phenomena that accompany the process the solving of this. great problem. We | pouu Client a military. academies to | able class of ten Cab ond eiboee mene > bern mete ate, Sear intheir grades, ‘These | | L, ‘There is another, OF 'hig in. that of | unfortunately its recummendstions are often | ee wll ag, that, AecUINDANE the Voces | ee not one mers inune himnared can to- | Ing naval Schaots AN, of all eirse,_war- | Kept toxether for oix montis, but they ight Perhaps may be said to be pt back,” but | cusal OW wt which 1 feel provoked to overruled or ignored by those (including the | affairs when pre perly selec.ed are those whe | day cast an intelligent vote or render a clear f neute Meh ruthlesly cuts down Nations | never be together again in the maren to th You see they caunat with any propriety. be | 7 Proemiesy | or o<0 from the perusal of those | press) who should. be influenced thereby. | are familiar with these suojects. They | verdict, yet upon these Nem we call to gov. j fare, whlch, Tiiteine adamantine ties of | front. eer aca i uune pugiis. woub called biizht pupils, either are tere any } Jon DSUs, 4 that the teachers of Chicago | For instant there is a Very plaguespot in| should exvite every possible enerey to pro. | ern us ‘and to pass sentence over questions of | Fi ATi? fur uy found institutions where | distance the dulVoridie,- Ldonotknow hos bright pupils waiting for them, I have dian tt deserve the character therein iu- the everydayexperience aud life of this city. | vide and secure teachers who are masters of | lite aud death! the wamith of taday may find instruction in | it isin Chicagy, but out here examination sclou! now a pupil 15 years of age who came | dit ne « them, When, how, and where have | Ip ‘the vicinity of perhaps every scttuol in | these branches. ‘Che “teachers and Super- ‘The man who would cast bis ballot know- | the suatl fecha inorals. education as a | are month Fy all grades, and Lirave know: in from the counts} and whom I was oblige! puce chers of. this "city resisted or _dis- | Chicago tere are from three to twenty | intendents” of the country far beyond ali | ingly must have an education such as the Po eD, eine ove allasa man, by which he | cases where pupils have. been vanes: to place leer benudeof inferior advantages, | the teachers Of hs fie ovement? What | young loafers who spend their time in ie intendents” of ineiated the luportance of | State docs not at vresent furnish, but such | ChUrh. Ged for the high rank to. whieh he | three grades In a year. Your supposadi though she had not been “ kept back” uy a | cunmmeed TiO 'ne va} improwsiein. are at- | streets. ‘The necessary, Industry _ and | these prineiples. Instead of belnz stumLling- | as it should in accordance with Its republican sheestined. dias of twenty statu together, as 1 baw &raded schoul. Lhave been able in) about | te ace’ 5, to them? Mr. Edjtor, 1 | discipline of. the school are too great | blocks. as you jnsinuate, they and none else | and cosmopolitan principles. We have high SB yhus Indeed will-our’ glorions Republic, ' said, would begin to divide in ‘Six months - ior ten ee rd Oe OT ee eer ber to assure your readers with great } for their feeble strength, and their fond, |-have been and will be.the yanguard in the | schools, indeed, but is the education fur- ‘ : ° + than at first place we . ‘