The daily dispatch. [volume] (Richmond [Va.]) 1850-1884, 1875-07-16
VIRGINIA Educational Association.
lReported expressly for the DiSpatch.1
MONTGOMERY WHITE, July Is, 1919.
EJpST NAV
AFTERNOON SESSION.

>
FIRST DAh.
AFTERNOON SESSION.
IOur reporter forgot to seEd US Wecnes.
day the close of this session. He forwarded
it Yesterday. We republish few lines from
Yesterdays issue to show the connecticut
MIR. J. p. Mcclure. OF Richmond. then
read his report on Method and Discipline"
He laid down the general principle that the
school must be fitted to the individual, and
not the individual to the school, and that the
problem to be solved is, What shall We do
with tue individual boy, and how shall we
do it:
He earnestly argued that the system must
he adapted to the individual, and that no
system of universal application can be de-
vlscd.
He insisted on the duty Of prayerfully stu
diving the child's character from its very
dawn all through its variations, and Of found
ing the whole system of teaching upon your
observations in this regard. And as child
is initiative, proper models should be con-
>tan,ly kept before him. For this reason a
child should be taught to read as soon as the
desire shows itself or can be excited by
pleasing stories, &c. He urged that biogr..
Dbies of the good and pure should supply all
OF his elry reading; that "the Book OF
Books" Is the great reservoir, and the rx1m-
| pie of all examples the Perfect Man, Dtscl-
plne should be exercised to prevent his as.
sociating with bad characters, alive or dead
Next in order the child will study things
animals, birds, and flowers zo0logy and
botany in their simplest elements and The
question where he may find these introduces
him to geography. He BcX' comes TO rake
an interest in the course of events in the
countries Of which he has learned, and is
thus introduced 10 history.
He insisted on the free Use of illustrations.
The teachers office is to aid the author in
kcrping up The interest, and to train the
caiId TO study the subject and not the book.
Next in order comes the desire to eirn to
write, which must be gratified: and then,
that he may write accurately, he must he
taught TO spell. He argued that large clas|t 8
form bar TO the progress OF Uery young
children, aud should as far as possible be
avoided. lie insisted that the palmy days OF
Virginia were when intelligent mothers
trained at home their o |n children, and that it
is ssad departure from the more excellent way
when now our mothers do the houseWolk
and aliens teach their children. He insisted
that our noble Virginia women are the best
substitutes for the child's own mother, aud
the State should be dotted over with schools OF
eight or ten little children taught by these.
His only rule during this period would be
tor the child 10 do what be undertakes, and
consequently that he should not be over-ied.
No fixed rule could be given, but he would
recommend that the first introduction 10
arithmetic be between tee ages OF eight ard
ten generally nearer the latter. 1t should
be when tue desire had been excited and Il
BOY thus gradually put forward would out
strip one forced by different system.
The first step when the boy now enters
the higher school is for the teacher to gain
salu,ary influence that he may exert proper
discipline over him. A brusque, rude man
may stand at the desk and read lecture, tut
until toe day when the bear and the kid shall
teea together he should not teach school. He
insisted that boys who do not respond 10
kindly treatment should be early removed
from the school. After asking GODS bless
ing or the school on the first day OF the SEES.
sion, he would examine each boy orally by
free conversation. He would examine the
boy as TO his capacities and desires, and as
sign hlaA such studies as the teacher deems
best.
He would classify according to equality of
power, Avoiding putting the bright and dull
boy together, and would regard this cIasslf-
cation Us ea Experimental TOR the first two weeks.
He insisted that the individuality OF the
pupil shoala be recognized in all true disc-
pine, and gave number OF very valuable
practical hints rs to the management of the
sen oi.room- lie insisted that while corpo-
raj punishment had warrant too high for
quesiloo, it stos4d be used only as a la I
resort, aud that in all methods OF discipline
regard should be lad to the character OF the
pupil. The same Of-nce may require ex-
Eul>iou in one case, whipping IN another, 4
simple urging 10 repentance with some spe.
sxl mark Of confidence in third. 1t is the
ACNE of Injustice to treat all pupils alike.
He gould put boys up0a their honor, try ing
(but not Iong} 10 cure IncorrigL
Dies. and still would not recommend Ine
= sell-reportiug" system. Disgfaceful o.
enceS. II known to both teacher and school,
nou d brlng immediate punishment.
He gave praclicl hints as TO the selection
II u lies, aud insisted that the principle OF
should control botn the study
.od The classroom. The dad level of formal
ecitation, or forms Of explanation, was
trongly condemned. He insist ed that the |
IN OF all preparatory work should be u
diversity course which shall touch all OF |
ne grand dlvlaions of knowledge.
He thought artificial stimulants necessary.
ut that their use should be guarded. He
ave strong reasons for preierring "graded
ruff :ales" 10 the ordinary prize system.
IL slvssA It'll ~ e.u4ueAs s.~....l7lt VI