Daily Nashville patriot. [volume] (Nashville, Tenn.) 1860-1862, 1860-07-02
For the Dssl5 Patriot.
free schools OF Nashville.


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not explain themselves to third parties: If
verbal explanations are to be depended upon,
why keep any accounts? 1t is a well settled
principle in legal Jurisprudence. that verbal
testimony cannot go behind written testimo-
ny. L defy any one acquainted with book
keeping, to show from the records, that Cros
by, Nichols & Co, have receiued their pay,
notwithstanding the records evince that a
similar amount has been paid twice.
But how can committee investigate many
of the chapters that are not of record, for in
stance the Brown game, the Gregory game,
dozens of book games, Phrenology, Phonog-
raphy, shows, fidders the town clock exhi-
billions, the receiving of multiplicity of pu-
pills from beyond the corporation, and even
across the river, the introducing of Latin in
to particular rooms, and when the pupils
have paid five or ten dollars each for Latin
books, stop teaching it and put the pupils at
something else, and a variety of other mat
tiers involving thousands of dollars of expense
to the people. the existence of which COM
mittee would have no suspicion unless they
learned it by accident, and where the COM
mittee must depend merely on the verbal
statement of the Superintendent, if by acct
dent it learned of the existence of such facts.
One wonld almost conclude that the Board
said to him do as you please aud we will see
that no one calls you to an account for it.
But this would be less Objectionable if be
would faithfully devote his time to careful,
thorough examination of pupils daily, in the
details of their studies. l am informed by
pupils and excellent teachers who formerly
taught in these schools, that he rarely makes
any examinations, or only very superficial
ones, and how can ne make them otherwise
with the superficial attachments evinced in
his annual reports. Suppose with the $500
paid to the Superintendent. two teachers.
we'll skilled in all the modern modes of
teaching and drilling now used in the best
Normal Schools, were employed to act as
Principals, each over half of the schools of
the city, and to devote all their time to ex-
aiming and drilling, without books, the pu-
pills, and aiding the teachers in introducing
and carrying out such modes of teaching as
are so successful elsewhere.
Would not this greatly aid the teachers in
carrying out the best modes of teaching. and
keep both teachers alive to the faithful per-
fermance of their duties? More could thus
be accomplished in one year than is now
done in three.
l have frequently taught classes in differ
ent branches. and know from personal ex
perience, as we'll as from observation, of the
labours of other teachers, that better
knowledge of Grammar can be given in two
months, than is possessed by the pupils of the
Public School Of this city, that, have seen
tested, who have been studying for four
years The Grammar of the English langu-
age is simple, and easily mastered, il the
pupil has been properly prepared for it. The
noun and the verb make the frame work of
language, and the balance is the mere filling
up, which is easily understood by child of
six years,--in fact a child can only talk just
so far as he understands the Grammer of the
sentences he uses. He cannot express ideas
without knowing the Office of the words he
uses. What he lacks and needs to be taught
are ho,o to classify and explain what he already
kno,rs II space permitted, this would be a
very important and interesting subject, TO be
explained to the people. What nonsense,
what murderous waste of time, to spend
| years in duncifying the mind over so simple
| a subject. The structure of the English
verb is very simple, and the case of nouns is
| understood (not explained) by every child
| that can talk
Geography can be taught in two months
what folly and cruelty to keep child at it
four years. True it may make sale Of
four or fee books, and enable the pupil at an
examination, " to show off" his store OF
memorised, useless statistics, that are true to-
day and changed tomorrow course that
does any thing else but cultivate and develop
the miud-the great object of education.
Would to God that this point of the subject
could be properly brought before the people
They would rebel against all such dementing
processes. know pupils who have been for
years in the High School, the sons of rich
men, who think their children are improving
well, who cannot stand a good examination
in the intermediate School, and it would be
harder to give them good education than
if they had never seen book.
A good practical knowledge Of Arithmetic
can be given in from two to four months
Bookkeeping can be taught in from two tc
eight weeks. Writing in one to four weeks
Photography in the same length of time
A better knowledge of spelling and the
meaning of words can be given in two
months, than is possessed by the pupils of thu
High School of this city.
The utter, useless waste of time spent o.
spelling" is arrant fogyism, and does mo-
teach spelling after all. Think of the stupid
folly of keeping boy four or five years OF
a petty spelling book that could be mastered
in two months. if common sense were al
lowed to be used. A more senseess vast
OF time, or a process more injurious to tn
mind can hardly be imagined, than the end
less spelling of Ito him) meaningless words
Reading can be taught incidentally in con
nection with other branches and mostly in tn
same books. A grammar is a good book il
which, to teach reading, as it contains ever
kind of composition. These are not mer
clos Expectations; they are oft tested realitie
and no where is there better chance fo
carrying on the best modes of teaching, tina
in the schools of this city, where each teache
can have pupils classified according to pre-
fciency, and competent superintendent
or two competent principals can, and the
!. would carry out these important improv,
ments. Mr.. and Mrs. Irwin, who have for
few months been teaching in Edgefeld, hav
shown something of this mode of teacbin
grammar, arithmetic. spelling, photograph
and phonetic reading, &C., with few brok