The true northerner. [volume] (Paw Paw, Mich.) 1855-1920, 1874-06-19

now should give them lesson which they
have not committed YOU would discover what
they do not know, for not one In ten OF that
class can read the simplest article in chlld's
paper intellgibly; and am compelled by the
Principal of this school to teach this word
method. which my conscience tells me every
day OF my life is a great waste OF the pupils
tune, and wrong to the parents of the chill
dren who employ me-"
One teacher OF our State says. "the system
of learning children to read by the word method
was introduced into the schools OF Michigan
as an experiment and has proved failure. -
Another says, " the system has but one merit,
and that is. It is very easy method of teach
ing large class" The learned Doctor Wilkins,
in his able lecture before the Paw Paw Union
School, declared that the word method was
one of the most gigantic humbugs ever invent
ed" Then, raising his eyes from his manu-
script ana removing his spec tacles from his
eyes, turned to Principal Earle and inquiringly
asked if they taught reading in that school
" Why" said he " 1 have not been in a school
in ten years where reading is taught" The
hutter which that declaration caused was not
much unlike that caused by til e grange discus
sion. But Mr.. Earle may claim that the Rev.
Doctor has become fossllized. therefore copy
the following from an editorial in recent
number of the Northw estern Christian Advo
cate: :" The teachers OF the Chicago scho ols,
as body, comprise.as many intelligent edu-
Gators as may be found in an equal number OF
teachers in any other city, we believe but
they have been 80 long accustomed to regard
the SuDerintendenFS annual examination. as
the goal toward which all their efforts should
tend, that they may have lost out of sight the
true meaning, end and object OF educatlon.-
The question discussed at meeting OF the
Principals association, was that OF excluding
oral instructions on the ground that 1t was a
pure waste OF the pupils time" The Princi-
pals appeared to be almost unanimously of the
opinion that it ought to be 30 excluded and
For various reasons one had never heard a
good recitation in oral another believed that
oral instruction was a device of barbarians, and
that there could be no enlightened education
without textbooks still another remarked that
oral instruction was not only waste OF time,
gentleman present no doubt hit the mark pref
ty squarely when he said, our failure in oral
teaching should be ascribed to the IGNORANCE
OF THE TEACHER IN RESPECT TO ITS PURPOSE ; it
can only succeed ia the hands Of such teachers
as are thoroughly disciplined and Industrious,
and that is the very class OF teachers that
Chicago ought TO have, and imagnes she has
in her schools. and into whose pockets she pays
annually half million dollars" The Chicago
schools, perfect as they are, have come too
much to be grand machines. run for the pur-
pose OF making good showing on examination
day - The question OF questions for each
teacher ID HOW SHALL GET MY Pupils THROUGH
GRADE SOONEST and little thought is had OF
the greater question, WHAT KIND OF A MAN OR
WOMAN Is TO BE THE RESULT OF THE TRAINING ?"
I have now reviewed the several points
touched upon IN the grange discussion" and
which Mr.. Earle so bitterly assaled and de-
nounced as absolutely untrue" and in which
n could discover but " ONE GRAIN OF SENSE
IN view of the spirit aud temper, indicated in
Mr. Earles criticisms, this, to me, has been no
pleasant task, and l have performed it only
through asense OF duty. have not attempted
to set up my opinions, against the opinions OF
others, as infallible; but have only given them,
with the evidence before me. for what they are
worth only hoping that THE discussion will re-
suit benefclally to our schools and the cause OF
education generally. J. J WooDMAS.