The Cecil Whig. [volume] (Elkton, Md.) 1841-current, 1869-10-02
Education in Maryland.

That the Public School System in Mary
land is very rude and imperfect, must be
acknowledged by all modern teachers and
all who have been educated by the modern
principles of imparting knowledge.
In treating of this subject, shall con-
slider first, the "System y and secondly it's
"Teachers.'
The school law provides-or pretends to
provide-suitable books for the use of pu-
pills. Now the question arises: "Does it
provide suitable books for the schools ?''-
This is question upon which there is no
doubt great diversity of opinion. I can
speak for myself alone, and if others differ,
l should be happy to hear their argument.
For instance, we will consider the Mathe-
maticai series. Brooks is good; wish 10
better, where | have the whole series in Il
school of several grades, but, Crooks
Normal Mental and his written aritheme-
tics only.
Now any reasonable person, who
has, or W IL examine the Normal Mental,
must know, that it launches too suddenly
into difficult questions, to be adapted to
the wants of elementary pupils. "Brooks'
Normal Primary Mental is quite differ
ent; it draws the pupil along gradually I'M
til he has become thoroughly familiar with
the work of solutions without having, at
the same time, any very difficult problems
This is cheaper work, then why not di
vide the amount expended tor the former
and give us the benefit of both?
Our Biographies are similarly supplied;
we have but two grades of those books to
supply the wants of half dozen grades of
pupils.
That "Cornelrs intermediate Geogra-
ply y is too much of an advanced work for
beginners, is as true rs of the arithmetics,
and that the primary" of the same
series is better adapted to elementary class
es, is equally as true. Then for those
books, we have the same arguments as for
the mathematic series. I will not COM
plain Of the other books furnished, rs l be-
lieve them to be better adapted to our use
than those mentioned above
Now for the Teachers. Teaching has
become Theoretical Profession, and those
who are unacquainted with the Modern
Theories of Teaching are not qualified to
teach.
One marked circumstance shows to
great degree the want of those theories, viz;
large majority of the Public School
Houses III this county are minus Il Black
Board, or have at most but very small
one, which has evidently been but little
used, and the imperfect knowledge, which
pupils generally evince of explaining their
work on the Board confirms the truth, that
the value of the Board is not appreciated
by many Of our teachers.
What is more reasonable than the asser-
ton g that pupil does not thoroughly I'M
derstand problem which he cannot ex-
plain" or that he does understand those
which he can explain % and again, if he
has not been properly instructed in the
mode of explaining, how is he ever to be-
come familiar with an anyletic solutiono
hence, in conclusion, may say, that pu-
pill may solve every problem in "Brooks'
Written Arithmetic " and yet not be able
to tell why he did this or that; but, on the
other hand, if a number Of pupils are kept
in one class, and required to recite their
work daily on the Board, when they are
through the book their work will be much
more complete. So it is with every branch
of study, if the teacher can make every
point clear to an intelligent pupil, he will
be successful, if he cannot, he is not fitted
to have children placed in his charge for
instruction. In Grammar teacher should
he able to parse or analyze any sentence
he may meet with, or be able to explain
anything pertaining to the three great
branches of Geography.
Then raise the grade of teachers, that is,
require them to be familiar with the true
Science of Instruction, and furnish proper
books, and we will have school system
unsurpassed by any. J.w.P.