Daily Kennebec journal. [microfilm reel] (Augusta, Me.) 1870-1975, 1870-01-21
Maine Educational Board.
FOURTH DAY-THURsDAY.

a change. A hearing was given to several
gentlemen, representing book concerns, on
the other side of the question.
afternoon Session.-The first exercise was
an essay by Mr.. Stetson on Drawing and
Writing" He directed his remarks in IA
miliar manner to the County Supervisors.
In olden times writing was not a popular ac-
complshment, on account of the little diver
sity in employment. 1t is not simply an in
tellectual effort; it is acquired without any
particular mental force. There has been
great retrogression in writing the past twenty
years. This was the testimony of business
and commercial men. 1t is wonderful to no.
tce the number Of mechanics who are COM
PEELED to make their marks on business pa
pers. This in face of all the philosophy of
writing. Why is this so? LIST, the numerous
writing books, in the graded system. I'd, re-
ducing writing to philosophical elements In
this manner it requires three years time for
the child to get at the capital letters. Sd, less
time is devoted to writing, because of the
large number of text books. The order of
teaching is not to begin with elements, but to
learn the whole, and the elements afterwards.
The remedy for this is to take the time that
is now devoted to writing, and concentrate it
with the first few weeks of school. In COM
hitting poems to memory, iteration is the
only successful mode. just so in writing.
1t may be taught incidentally, by writing out
reviews. The eye and the muscles of the
hand must be trained Ball-playing will train
the eye to see quick; jack knives and carpen-
ter's tools will develop the muscles of the
and ten years of age. Set the children to
printing letters on the blackboard, cheap
printing paper, or scraps of waste paper.
Tracing on paper will educate and direct the
eye. After the child has learned to print, the
spelling and other lessons could be printed.
He meant by good writer one who could
write plainly and rapidly, dispensing with
fiourishes altogether. He illustrated his mode
of teaching writing, and offered valuable sug-
gestions to teachers. The slate and slate
pencils can be profitably used. Teachers
should provide and have care over them.
Let the scholars write things that will be of
use-reviews of arithmetic lessons, history.
grammar. Be careful that these reviews are
transition from pencil to pen is simple and can
be brought about easily.
In Lewiston writing is now taught in all the
primary schools. The best specimen of pen
manship he had seen in that vicinity came
from school where pen and ink was aban-
doned, and the pencil used. After the scholar
had become good writer, the philosophy of
writing can be taught. He did not believe in
any arbitrary rules for holding the pen. 1t
should be held in the manner which will be
the easiest for the pupil. Write plainly at
first; then rapidly. Mr.. Stetson then pro-
ceeded to speak of drawing as intimately
connected with writing. In fact it is inter-
woven with everything where skilled labor is
hand drawing. Children will be delighted
with it. The boy who has been taught to
draw can better guide the pillow and is better
fitted to pursue all the branches of mechan
ical industry. Mr.. Stetson closed by arguing
that this delightful branch of study, rightly
pursued would be of inestimable value to all
practical men and women.
Mr.. Stctson, in the course of his remarks,
incidentally alluding to the high rates charged
for school books. said he was pleased to learn
graphy Of Maine, large and handsome vol
ume. issued by the State printers, had cost
the State but sbSul Sfry-Ave cents Per copy.
The neri esszy WA upon The School Die
srict sysseEn,~ by D. r. Poster. Supervisor Of
Sag&d&hoc county. He said rhe policy par-
sued In the district syssem Is extraordinary,
differing az il does from the management u
all other matters IN our municipal afairs. IL
virtually embraced surrender TO individuals
Of the rights belonging to the towns. It pro-
duces confusion and disaster, and results in
great and deplorable injury to the interests Of
the common schools. The district system is
held sacred on account Of age, having been in
operation during the life of the State, and even
while it formed part of Massachusetts,. 1t
was really but staging erected by the fathers
until the superstructure was reared, but its
continuance demonstrated that their children
had mistaken the temporary staging for the
superstructure itself. This policy had been
questioned by the best thinkers and teachers
in the country; they had come to the conclu-
sion that it should be removed; either by a
gradual process or at once by Legislative en-
acsment. The speaker, in concluding his es
say, read copious extracts from the writings
of eminent educations, showing the advanta-
ges of the town over the district system.
M. X. Maybry spoke briefly on the Course
of Study for Common Schools" If the pres
ent course of study continues we shall turn
out men and women poorly prepared for all
the duties of life. Our farmers must receive
their education in the common schools The
elements of agriculture, now .banished from
the course of study, must be taught there.
If the soil needs potash we should know it; if
superphospate is needed, we should know it,
and be able to explain the reasons for using it
intelligently. Girls should be taught the