The star. (Cincinnati [Ohio]) 1874-1875, 1875-01-05
Educational Reforms +!

i HE LYCEUM INSTITUTE will render
more facile and entirely practicable certain
reforms which are desirable in the methods Of
common school instruction. twill either par
tally or wholly dispense with certain branches
that now consume half the time of pupils be-
tween the ages Of eight and fifteen years.
For example, consider Geography and Eng A
lish Grammar "Whatr' exolaim the whole
world, care not Geography and Grammar to
be taught in the Lyceum Instituter" Yea
verily--and with. ten-fold more thoroughness
and in tenth part the time. 1t will show
that nearly all the time now spent in Geogra-
ply is wasted. How many commence this
study at eight years Of age, and at from twelve
to sixteen years of age exit from the schools
carrying away with them their geographical
text-b books!
How will it be IN the Lyceum Instituted Lis-1
ten, History will hold so important place in
its course Of study that there will be no neces-
sity for Geography as a speciality, because it ist
a necessary part of History; and the atlas will
not be much more in requisltion by those who
never studied Geography than by those who
have wasted several years Of valuable time
upon it Learned in connection with History,
Geography lie interesting, because the pupils
see the purpose and utility Of it. This method
renders it convenient to furnish every text
book Of History with suitable maps-as, in-
deed, should be the case with all historical
works.
We claimed some credit for originality in
this until recently in looking over the English
I "Monthly Review or Literary journal" for the
year 1890 we found review of "Lectures on
Education, read to a Society for promoting rea-
sonable and humane Improvements In the
Discipline and instruction Of youth, by the
Rev. David Williams, in three volumes, 8vo.,
PIP. $40, 17S9." Mr.. Williams was an exper.
fenced and an original instructor of youth.
Among the new methods in both instruction
and discipline he introduced, was one for teach
ing Geography. He found, however, that in
his method it was "dificult to avoid the ele-
ments Of history" He was, however, led into
the observation by an incident, which he re-
lates, and which the review says contains "pe-
euliar hints toward new plan" Mr.. Williams
says:
"a gentleman who had gone through a
mn nnfn nIr isL r,rInr o,,lh n
been many years secretary to an embassy, ap-
piled to me for assistance in the execution Of
particular views, in which geographical knowl-
| edge was necessary. Though he had traversed
! a great part Of Europe, and was an excellent
linguist, he was unacquainted with the use Of
the globes. When prepared for considering
the divisions Of the earth as the habitatiOns OF
men, having relations to each other, he sug-
gested the prOpriety Of connecting the desclIp-
/ tlOn with general history; which should cem-'
| mence with the fabulous origin or settlement
OF men, and trace them on its surface, In their
| emigrati0ns, policies and contentious l knew
| no such history; he, therefore, obliged me to
| invent substitute; and we traced traditions
or histories, according to my information, from
| the banks OF the Ganges and Euphrates, in
every direction over the globe. have sug-
gested the method to parents and teachers in
Geography; and they have furnished them
selves with hints in writing, which have rem
dered their conversation with pupils the best
introduction to universal history"
| Ab u ulbClplu0 VI UloulVTy Euxllbu
Grammar can be proftably dispensed with, be-
cause the grammar Of any other language COM
prehepds English Grammar, and fair knowl-
| edge Of Latin and GreeK can be obtained in
the time now wasted on English Grammar.
The differences in the grammars Of languages
are chiefly in the infections; and the differ
ences between the Latin and the English
should be amatter of incidental attention BY
the teacher. This would make the ptpiis
much better English grammarians than they
ever become under the old method, and without
having spent any time uuon the study Of Eng
hsh Grammar, and with having acquired one
or two other languages. Pupils should COM
menee the. study Of Latin and Greek at seven
or eight years Of age.
How foolish is the widespread hostility
10 the study Of the "dead. languages"
They are the foundation of our vernacular
speech. and are soxmixed up with literature,
philosophy, history, and all the sciences that
no one should be satisfied without some knowl-
edge Of them. The method Of the Lyceum In
tstitute shows how this knowledge can be OBJ
tanned without loss of either time or money,
and at the same time secure far more thor
ough knowledge of ones own tongue.
Older pupils who have not fully studied
En- glsh Grammar will study Latin and Greek
or French and German, as they may choose, or
all together, in order to learn English; and the
Lyceum Exercises will hasten their progress
In English by nging the principles Of Gram
mar a. we'll "a Of Rhetoric and Logic into prac-
tical use. Address
H. A.. HIN e.