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Show man correct? Is it possible that our system of education is smothering smoth-ering the initiative of a formerly free people? Can it be that our educational methods are fitting! our children to be the slaves of a communist or nazi government, under which they will be told what to do and when and how to do it? For 150 years we developed a people who relied upon themselves them-selves and whose courage and free enterprise built the greatest nation na-tion of free people in all the world's history. Now, we look to 'government' in our every extremity, extre-mity, forgetting that in a repub- lie, we ourselves are ' the government' govern-ment' and that we should take care of ourselves. Our so-called 'liberals' think that we are through. Why do they think so? What fundamental change has come over us? Education, Edu-cation, we know is good is essential, es-sential, but it loks as though our present methods of education are not the right ones inculcate our children,1 with independence of thought and intregity of character. charac-ter. At any rate, it is worth thinking about and looking into. Whats Wrong With Our. Schools? By GEORGE PECK We have had considerable to say in this column regarding subversive subver-sive teachings in some of our public pub-lic schools. A business man whom it was our pleasant duty to interview inter-view recently, expressed another criticism of our school system. Each year his company finds it necessary to take on an additional addition-al number of young men. He was very pessimistic about the quality quali-ty of applicants in recent years. He said: "Most of the boys who apply here for jobs are totally unfitted and untrained. Our schools, at least those in this city, have ceased to turn out self-reliant students. We want boys to enter the em- start their education. This is particularly par-ticularly unfortunate because not only our company but nearly all companies are crying ot for young men able to take responsibility, possessing sound judgment and real imagination." Perhaps this is one of the answers ans-wers as to why so many of our young people are experiencing difficulty in finding jobs. Many of our educators do not seem to be perturbed about it; simply shrug their shoulders and say that if there are no jobs for the young they should be kept just that much longer in school. That, of course, means larger enrollments in the schools, necessitating neces-sitating more class-rooms and more teachers. It leads one to wonder whether our schools are run for the benefit of the teachers tea-chers or of the pupils. Needless to say, and this is rather im- ploy of our company who have initiative and imagination and who can figure things out for themselves. them-selves. "But our schools are going in the opposite direction in training train-ing our youth. The child is taujht to look to his teacher fcr the method of doing things, even for the way he should think about them. The pupil is taught to memorize mem-orize and net to think. The net result is that when boys enter eur employ, we really have to j portant, it adds to an already top-heavy tax burden. Even as recently as a generation! ago. most of our youg people' were through with their schooling at 13 or 14 years of age. They went to work. Our standard of living was constantly rising. Let it not be argued that this was because be-cause we then had uutold natural resources. We still have them plus synthetic rcsorccs greater than anything ever known in the past. Is the afore-mentioned business |
