Virginia Argus. [volume] (Richmond, Va.) 1796-1816, 1811-06-06

The Cleaner.
Neef's System Of Teaching.
A LETTER
FROM gentleman in Philadelphia, 10 ano-
ther in Providence, K. T. dated, .ItrH %,
1911.
the 24th. Every thing l have said, or which
the power OF language could express, would
tau very tar short OF an adequate description
OF the e fects already produced by Ne is svs-
TEN, which Will not have been two years in
operation till the 9th of June. Such indeed
are tue elects, that many who go there, and
see and healfand are amazed, become incre.
dulous only because they cunnot concei0e how
1t is produced. !, who have been a constant
visitor, have had an opportunity to marx the
manner OF the method, as well as to note the
astonishing ease, simplicity, and certainty of
the process. The school IS filing and will fill,
and feiicitate myself with the hope OF find
ing IN it future security for the liberties of
our country; as when onceestablished, that is,
after one class has passed through a course,
which may be accomplished in six years from
the time OF beginning, it will then carry witt,
it such evidence of its efficacy & superiority,
and OF its utility, as to render its access into
general use easy and certain. Indeed, the
course once gone through, it viii be such as
any one may teach.
could refer tohundreds whohaye seen the
school and witnessed the examinations on all,
and ten tunes more of the subjects concerning
which you have seen the publications but Won
must be aware that to judge of any thing, YOU
must compare it with something else: Now
the usual visitor can have no idea of the state
OF the mind OF a child who went to this school
twelve or eighteen months ago, vet without
this knowledge he can form no convention of
the effects produced on that child's mind. On
the other hand, / have been intimate and IA
niiiar with them all, and fad children WHOM
landed On my knee, were able in ten
months to puzzle me with abstract PROPOSE
tons and astonishing calculations. Strangers
VINO nave not studied, nor had an opportuni-
ty OF seeing the course of instruction. have
great difficulties and preiudices to surmount
before they can enter into any estimate ofits
utility. For instance, take the following pa
raliel:
~ the old system, children have primer
OF horn-book put into their hands, and they
oegin to learn the arbitrary and unmeaning
names OF certain signs called an alphabet.
By NelJ'S system, they begin to learn the
names OF all their limbs, members, and differ
ent relations and uses of all parts ofthe hui
man body. Nearly two years elapsa before
they hear of an alphabet or a book; in short.
they never touch book, nor pen and ink. un
til they are able to read and write. This is
an apparent paradox, but it is nevertheless
true.
| yiThe second stage of the old system is to
spell single syllables.
The second stage Of Weefs, is 70 pnt a
slate and pencil before the boy, and to bring
ms hand 70 the habit OF drawing straight line
without the aid of a rule, and to draw the line
to any given number OF inches as called for.
by the eye only, and without any rule to mea.
sure by, excepting after il is done, to exhibit
its accuracy.
The third stage in the oldest, by words OF
three syllables, to spell.
! The third stage in TIE new, is to divide the
straight line into any required number of
parts by the eye, and instantly, and with On
cXaciness that shall stand the test of the
compass and rule.
/ the fourth stage of the old school is words
Z of four syllables.
! The fourth stage Of the new school is IN d;s-
criminate between the properties oflnes--ho-
r1zontai, vertical and oblique-and so he pro-
ceeds to Tg'lrcs II ViStbie objects. Thus a
boy being able to draw horizontal ling. and
a vertical line, and an oblique line descendina
from Che lett to the right, or to the contrary
and who can by his eye draw itezactly Of the
length required, is competent to describe anv
hgure composed on its exterior OF straight
lines; and b. the same process the child is
carried TO form any figure, for curved lines
IcurVein their turn with all their diyersities.
| Strange as it may appear, these very les
sons LEAD to the art of aiphaleical writing.
and the alphabet after this o use is not a
matter OF mere rJte, but a ma ~ Established
IN the mind with precise ideas of its uses. AS
an agent Tor convenience to the memory. not
/ as tic essential object of learning.
| lac lessons are conducted Ike sDorte. and
they are rarely more than al bour as snv
time IL the schOol-room nor do the lessons
proceed ii an arbitrary rotation. There Is
a certain order, but It IS the teachers mind
and IS always calculated ike the lines to
writing. The preceding lesson inva1iably
leads 70, and sids that which is TO follow
Inc lesson of the morning, for example. NAV
DC stroisht lines, or triangles; she lessen az
Ter oreaAfast may pc tie table q coinputatr