The Massachusetts spy, and Worcester County advertiser. [volume] ([Worcester, Mass.]) 1825-1831, 1830-10-13
FOR THE MASSACHUSETTS SPY.
EDUCATION.-No. +.

MIR. EDIToR-Haying noticed several evils con-
nected with our common schools, now propose to
draw this subject to a close by stating what con-
celve ought to be done to elevate the standard of
these little semnaries The first object of teach
ers should be to learn their scholars to think and
to understand the nature of their studies. The
mode OF teaching has been so mechanical that the
memory has been the only faculty which has been
taxed. And when scholars have been educated in
this way, they frequently unable to transact the
common business oflfe. We frequently sec schol-
ars who have " been through the Arithmetic y &c
they express 1t, that are unable to do business which
involves only the simple rules And SO of Gram
mar when they have become finished GRAMMAR
ans, they are bot little better qualified to write
dramatically than those who never attended to
that study.
Every man acquainted with the subject, knows
that these evils exist But how can they be reno
died it will be asked? / answer by teaching them
as they ought to 0e taught Take Arithmetic for
instance. You may begin with children quite young
and teach them to count and make little mathe7
NAUTICAL calculations. But as far as they learn to
calculate they should be taught to apply the knowI-
edge they have acquired to the active business of
le. The best Arithmetic have seen, is Smiths
But even with this much remains for the teacher to
supply. Every teacher who deserves the name
can see as his pupils pass along, whether they un-
derstand the subjects to which they attend And if
they do not 1t is his duty to illustrate and explain
until they do. When scholars have learned to null
tiply for instance they should be made acquainted
with all the business which is done by multiplied
ton; rather, they should learn to apply this rule
to business while they are learning to multiply
This renders their education practical, and conse-
quently valuable.
Take the subject of English Grammar: this
ought to be taught on the same principle. When
they have learned the article and noun they should
be taught to write them When they have been
made acquainted with number, they should be ex-
ercised In writing names in the different numbers
and so on through all the parts of speech, cases.
| lenses, &c So of their parsing-when they come
to any exception to the genaral rules, they should
be exercised in forming sentences of the same ma
ture. In this manner, scholars will be learned to
write correctly, as well parse what is already
written. Let scholars be educated in this manner
and they would not find the task of writing compo-
sition so irksome as it is at present.
The first subjects which should be taught are
reading and spelling. While attending to these
they should be taught all the rules for reading all
the marks and pauses which usually found in
| our elementary books. Even before they can read
in plain reading, they can be taught many use
full lessons, which will readily suggest themselves
to every competent teacher. The excuse which
even teachers sometimes make that such lesson:
are not in the book-only shows the incompetency
of teachers. They cannot expect that every thing
will be found in books which ought to be learned
1t is almost impossible to render subjects fami
lar on paper as they can be made by judicious in
structor. The meaning of words is a very impor
tant acquisition, and this should be taught by exer
) cising the scholars in their reading lessons.
Next after reading and spelling and the con
, comtant exercises, Geography should claim thei
attention And here they should begin at homt
with their own town, county, and State. The,
: should early be put upon the maps, and learn som
of the most general features of the world such
some Of the largest islands, seas, &c. After som
u ofthe first lessons in Geography, Arithmetic ma
n may be taught, and after this, English Gramma
and writing.
But in teaching all these branches particuis
: pains should be taken to make them as practical
possible aud in teaching, scholars should, aitt
some of the very first lessons, be thrown upon the
own resources as much as may be. Olney's u,
ography, and Smiths Grammar are the best worl
J. these subjects have seen. This is the gener
= mode of teaching which would recommend
am also in favor ofscholars attending to the high
u branches, such as Rhetoric, Philosophy, &c, b
y they ought not to NEEDLE with these till they ha'
v become well acquainted with the branches abo
i. mentioned In teaching, particular pains shou
: be taken to make every study pleasing. There a
several other branches which are rarely introdu
49, ed into schools which ought to claim the attent
-, of lads in particular. Bookkeeping, and some
's the first principles of Geometry, and Trigonom
H. try, are OF more utility than Botany, and some
nv the branches already common in our public schoo
er But it may be said that such changes i'll our co
mon schools cannot be effected. Inc task II
true. is unpleasant, but still the school commit
have it completely in their power to elect Il
Ia ! chance The law makes them the directors a
ii, contractors Of the schools. Were | a member o
I'm school committee, would not beginb by vacatic
)ns | would in the first Mace recommend an alterat
ail in the mode of teaching and the branches taug
an This in most would effect the object.
the committee advise the teachers to keep out
ect higher branches, till the scholars understand
ien first rudiments of an education Let them also
mid their visits at school examine the scholars cric
on some Of the first and most important brancl
era This will induce both the scholars and teachers
give them share Of attention. IT'S true this 1