New-York daily tribune. [volume] (New-York [N.Y.]) 1842-1866, 1842-12-20
System of Education in Association.
Eighth Article-and last. J

System of Education ia Associations.
Eighth Article-and la,tl
There is in the education OF children of the
second order, the Learners, (frou, the age Of 3
to S. a branch of which we have not spoken: it
is the art of determining the character and tenn
permanent of the child. This Is question which
we will not enter into at present; merely men
ton it TO point out the important duties of the
Teachers-both male and female-of Association,
to whom these scientific functions belong.
In Association, the foolish error will not be COM
mitted CT excluding women frosl the profession of
medicine and the higher branches of teaching, and
Of reducing them, at present, to the insignificant
occupations of cooking and sewing. Nature gives
equally to the two sexes a capacity for Industry,
Arts and Sciences except that to each, particular
branches are adapted. The cultivation Of the
Sciences, for example, is particularly adapted to
men, and that of the Arts to women.
Before terminating these articles, we will eN-
anime another means of exciting emulation in
children for study. There is hardly any fancy
more general in parents than that of having tor-
ward children; hence our modern systems OF tdu-
cation endeavor to initiate the child into scientific
subtites TO teach it things at the age OF SIX whIcr
it should not commence before the age of twelve
Association will follow the natural order of things
which is to perfect the body before it educates the
mind We see that Nature produces the blossors
before the fruit Association will follow this pro-
sressive method in Education, and will make use
of characters as they are, without aiming at pre-
cocity.
Compound Precoctty however, viii be one OF
its results, but to obtain it, children must be in
duced from their early age to take part in Indus
try, which, in the present system, possesses no
attraction.
Studies should fellow second in order, and GU
riosty awakened by industrial occupations should
lead to them. In childhood, study must always
be connected with Industry, and the practical &C
equations of the latter must awaken in 1t a desire
for the acquisition of knowledge.
Edmund, for example, who is six years old, has
passion for pheasants and volets, and takes an
active part with the Groups which are devoted to
their care and cultivation.
To induce Edmund to attend the schools, resort
will not be had to paterna authority or to the fear
Of punishment; the hope even of rewards should
not be held out. Edmund, and children of bis
age, must be induced to solicit instruction. How
can this result be effected? BY exciting their Gu
riosity and producing impression upon the
senses, which are the natural guides Of the child
The Teacher, who presides over the Group OF
children occupied with the care of phessants, and
aids them with his advice, brings with him. to their
meeting, large book containing cngrayings of all
the various species of pheasants, among which arc
those of their Association.
Engravings are the delight Of children five and
six years old they examine them with eager GU
riosity. Under these pretty pictures is short
description of the birds; two or three are ex-
planned to tile children; they wish to hear the
others read, but the Teacher tells them that le
has not time to comply with their wish.
1t is understood that all those to whom they aP-
ply will not explain to them what they wish 10
know; the instruction which they soicitis adroiLy
refused them, and they told il they wish to know
SO many things they have only to learn how to read
some children are pointed out not older than them
ted to the library of the younger age.
The Teacher then takes away the book contain
ing the pretty pictures which he says is wan;ed
in the schools. The same stratagem is used with
the children cultvatng vio!ets; their curiosity is
excited without being fully satisfied.
Edmund is piqued at the disappointment which
he has met with in the two Groups, and wishes to
learn how to read, in order to gain admttance to
the library and see the large books which contain
SO many pretty pictSres. Edmund comnun
cafes his project to his companion Henry, and
they together form the noble plot OF learning how
to read This desire once awakened and mani
tested, they will be aided in satisfying it, but in
Association means must be devised to induce them
10 solicit instruction. Their progress will DC
great deal more rapid, when study is the effect 81
attraction.
we have here put in pay one Of the predomi-
nant tastes Of children,-the love OF colorcd en-
cravings, representing objects in which they take
an interest, because they connected with tnelr
pursuits.
This means will be sufficient to awaken in the
child q desire of learning TO read. If we anayze
il, we shall find four incentives; two mnterial and
TWO mental, connected with it.
L. Material-Impatience Of knowing the ex,
PLANTATION of so many pretty pictures
.. Materia1-The relation between these en-
cravings and the animals and vegetables with
which the child from passion is occupied.
3. Mental-The desire of admission to the class
of children six years old, VINO would not receive
him, If he did not know how TO read.
4 Mental-The irony Of the more forward chill
dren of his own age, who, knowing how to read,
ridcule him for being backward
Let these fsur-fold means of Attraction be APP
Piled and the progress of the child will be as rapid
as it will be slow and doubtful if recourse be had
to civilized measures,-to the commands OF the