The star. (Cincinnati [Ohio]) 1874-1875, 1875-01-08
Educational Reforms

Educational Reforms J.
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
lish Grammar. 'Whatw exclaim the whole
world, "Are not Geography and Grammar to
be taught in the Lycsum Instituted" Yea,
verIly--and with ten-fold more thoroughEeAs
and in one-tenth part the time. ItwIll 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
textbooks!
How will it be in the Lyeeum Institute? Lis
ten: History will hold SO important a place In
it's course of study that there will be no neces-
sity for Geography as a specially, because tits
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 is interesting, because the pnpiis
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
"Monthly Review or Literary Journal" for the
year 1850 we found review Of Lectures on
Education, read to a Society for promoting req
sonable and humane improvements in the
discipline and instruction Of youth, by the
kev. David Williams, in three volumes, Syo.,
PIP. 940, 1883" 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. lie found. however, that in
| his method it was "dit1icult to avoid the eie-
ments of history" He was, however, led into
| the0bservation by an incident which he re-
lates, and which the review says contains "pe-
culiar hints toward new plan" MIR. W illiams
says:
IA gentleman who had gone through q
course Of polite education in England, and had
| been many years secretary to an embassy, iap-
llied to me for assistance in the execution Of
\ particular views, In which geographical knQwI-
edge was necessary. Though he had traversef
| q great part OF Europe, and was an excellent
liguist, he was unac4uainted with the use OF
| the globes. When prepared for considering
the divisions of the earth as the habitations 0f
men, having relations to each other, he sug-
| gested the pioprlety OF connecting the descrIp-
uon with general history; which should com
mence with tho fabulous origin or settlement
| o. men. and trace them on it's surface, in their
/ emigrations, policies and contentious. ! 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 tire 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
dcred their conversation with pupils the best
introduction to universal history"
AS a discipline Of the memory English
Grammar can be proftably dispensed with, be-
4 cause the grammar Of any other language COM
prchends 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 diner
ences between the Latin and the English.
should be a matter Of Incidental attention By
4 the teacher. This would make the pupils
much better English grammarians thaa they
ever become under the old method, and withsHt
having spent any time uuon the Study Of Eng-
lish Grammar, and with having acquired one
|or two other languages. Pupils should COM.
mence the study Of Latin and Greek at seven
or eight years Of age.
How foolish Is the wide spread hostility
i 70 the study Of, the "dead languages."
They are the foundation Of our vernacular,
speech. and are solmixed up with literature,
PHILOSOPHY, history, and all the sciences that,
no one should be satisfied without some knewl-
edge OF them. The method Of the Lyeeum fn-
stitute shows how this knowledge can be OBJ
tanned without loss Of either time or money,
| and at the came time secure far more thor,
Tough knowledge Of one's own tongue.
| Older pupils WHO have not fully studied
Engiish Grammar will study Latin aud Greek
or Exench and German, as they may chooss, Of
all together, in order to learn English; and tho
4 Lyeeum Hxcrcises will hasten their progress
In EngliAb by bringing tho principles Of Gram
mar - well as'of Rhetoric and Logic into pzss-
teal use. Address