The daily dispatch. [volume] (Richmond [Va.]) 1850-1884, 1852-03-25
Thursday Morning. March %, 1852.
BEM'S METHOD OF HISTORY.

BEM'S METHOD OF HISTORY.
Thereis lady in this city giving an expla-
tien to some of our first schools OF Bem's
n, .,hod Of teaching History. 1t is represented
Is being SO advantageous-as affordins such
facllifies to the acquisition of historical know
ledge-,hat we make room for the following
sketch. furnished By friend, as a matter of
public interest.
BEN 1.-THE late hero of the Hungarian war;
was Pole, exed from his country on account
of the par, he took in its noble uprising in
IS30-'3l. When he arrived in France, he
turned his activity, like most of his compatri-
cts, into the channel Of education. He had
brought from Poland the germ of this system
(which the writer of the present article has
seer y small kand-cLart of Jawinski, in
which events were represented by emblems in
acertain arrangement. This chart was obnox-
ious to the criticism of memorial technica,
viz: il required the student to learn something
totally different nature.
But the emblems were inserted in a certain
arrangement Of centuries and years, which was
admirable. Benz cast out the emblens, and
retained the arrangement, which is compre-
hcnded by glance of the eye. In each repre-
sentaton Of year is indicated the event or
cluster ofevents, that makes it memorable, by
merely painting it with an appropriate color ::
for each nation is indicated by particular col
or.
The charts thus formed there is one for an
cent and one for modern histOry-are, there
fore, totally different in aspect, as we'll as
in principle, from those hitherto used, and
as easiiy-m0re easily to be learned than
the map of Europe. Eyentss are learned
in their places in time. The efficacy of the
plan was severely tested in Paris. After Benz
had taught it in the Normal schools, the
Ministry ofEducation had it taught in thirty of
the Communal schools of Paris, while in thirty
other schools equal time was given for study
on other methods. At the end ofeighl months
a disinterested commission from the principal
literary societies made a comparative examinu
ton of the classes, which lasted through thirty
six lessons, reporting each day the answers
The result was on overwhelming proof of the
superiority of Bems methods, and immediate
fy royal decree made the mode imperative
Oh all the primary schools and royal colleges.
This was in 1874.
The reading of this report, as we'll as per-
sonal examination of the charts, and manuals
explaining the charts, induced some gentle
meu, officially engaged in the overseeing of
education in Massachusetts, to urge upon
lady who had herself been engaged in teaching
a historical school exclusively for about 20
years, to prepare manual and some charts
for American schools. In France, the govern
hent furnished charts at its own expense, to
the primary schools and royal colleges but in
this coun.rylan equal capitalization OF the sys-
TEN was to be insured only by making it cheap.
The charts cost S. piece only, being painted
and mounted; they are two and half yards
wide. Every teacher must have one or both of
hem. To every pupil is furnished book of
prepared blanks that he muy reproduce the
charts, and which serves as common place
book of history also manual and guide to
recitation, with paint enough to paint the re-
production; all of which cost not more than
one dollar to the pppil
a revolution in the historical education of
this country, precisely analogous to the revo-
luton produced in geographical education by
the invention of the school atlas, is involved in
the use Of the chart, since chronology which is
commonly stumbling block, becomes by this
means stepping stone to history, being re-
membsred not by figures, but by locality, made
clear by color. Chronology is seen ON the
chart, and all know that visual impressions
can be made neffaceable. 1t is no trick to
cheat the mind Of the mental exercises invov-
ed in knowing history, but simply an instru.
ment TO insure them, by relieving the memory
Of the most difficult and irksome task of re.
calling figures.
This system cannot be done justice to bv
description, and hence the lady above mention.
ed. explains the mode of using it TO teachers.
we are informed she leaves the city this week