The Anderson intelligencer. [volume] (Anderson Court House, S.C.) 1860-1914, 1870-02-03
;. .HOYT & CO., Proprietors.
onr Primary Schools. NO. !.

Mr.. EDITOR: Having hac an experience
of almost quarter of century in ''teach
ing the young idea how to shoot" we
have become thoroughly convinced that
there is an gorgeous error committed at
the present day by the Teachers OF our
Primary Schools, in the manner in which
The course Of studies is prescribed by
them. And, in addition to this, there is
another error committed by parents, in
starting children to school when toe
young. From eight to ten years old is
early enough to start children to school.
We are we'll aware that this is scontrary
to the popular notion of this fast age
but notwithstanding its unpopularity, yet
past, experience has most clearly and
uneqaiiuocally demonstrated to our mind
that it's true. A child after having at
tained it's tenth year will, as general
thing, learn more.in one year than-he will
learn during his fifth, sixth and seventh
years.
But, Mr.. Editor, the main error which
we design noticing in this article, is the
course of studies Too much is required
of children-thati is, too many studies are
pressed upon their minds at one time
And what makes the matter still worse,
these studies are pressed upon them be-
fore they are old enough to comprehend
them, were they far enough advanced to
read anything like fuently; but multi
plicity of studies are imposed upon chill
dren before they can either spell-or read
with anything like accuracy.
: The course of studies which are pre-
scribed by Teachers at present, almost
entirely ignores the good old and revered
custom of learning to spell. Something
ike blind infatuation has taken complete
possession of the minds of both parents
and Teachers. Children whose ages vary
from FIVE to ten years, are sent to school,
and after having attained a lsmattering of
the spelling book, which enables them to
stammer over the easy lessons of the
First Reader, they are then, just at the
time when they are beginning to learn
how to spell, taken out of this uninterest-
ing, old fashioned, puerile study, and
thrust. as it were, into Arithmetic, Gram
mar, Composition, etc, etc. After this
magical advancement in literature, which
carries the child of seven or eight sum-
mers, as if performed by the magician's
wand, from the primer to the abstract,
abstruse science of numbers and Ian
guage, they are then, in order to keep a
little in practice, required to spell little,
to read. little, but to devote their time
mainly to Arithmetic, Grammar, Compo-
sition, ETC., etc. Yes, Mr.. Editor, children
are required to read before they can
spell; to cipher before they can. read a
question in Arithmetic to parse before
they can read the sentence proposed, and
to write compositions when they are in
competent to perform either the chirogra-
ply or photography, to say nothing of
the -syntax and punctuation.
Now, sir, it does appear to us that any
man of sane mind, who has ordinary in
tellectual capacities, who will take the
trouble to reflect one single moment, must
of necessity at once the glaring alb
surdity of such course of studies. The
old adage chat child must crawl before
it walks, is very applicable in this case /;
or, to change the figure for one which,
perhaps, is more appropriate, an architect
must lay the foundation of his edifce be-
fore he attempts to raise the superstruc-
ture. Hence, as spelling is the foundation
of all literature, it follows as clearly as
the light follows the sun, that the very
first thing that should be taught child
is to spell-not superficial, imperfect
smattering-but dig deep, lay solid
foundation; for learning to spell we'll is
at the same time learning to read we'll
the two are inseparably connected. This
is the very foundation-the chief corner.
stone of the great temple of literature.
When you shall have completed your
foundation, your superstructure will be
very easily erected. And mark you, un-
less you do lay this foundation, all at
tempts to build successfully will be futile.
Spelling, reading and writing should be
thoroughly taught before the pupil is re-
quired to study anything else. The next
piece which the architect should attempt
to raise is Arithmetic. This should be
4nnrht thoronnhlv The theory and