The Cecil Whig. [volume] (Elkton, Md.) 1841-current, 1875-06-05
SCHOOLS OF OBSERVATION.

With all their changes for the better
which the work of our primary schools has
undergone Of late years, it is still ingeni-
ously perverse in its methods and barbarous
in its aims; almost hopelessly so, for Sc
great is the conversation, the inertia rather,
of these schools that they not only with
stand any radical improvement from within,
but make such improvement all but impos-
sible in the higher schools also.
Every college professor-still more every
teacher in scientific institutions-complai
that the youth who come up to him for
instruction have been, as a rule, so blunted
in sense and intellect by vicious prepare
ton, so fixed in bad habits of thought,
that more time has to be spent undoing
and redoing the work of the lower schools
than is left for genuine college work.
Thus the whole weight of the eleme ntary
school system, and it is great, bears dead
against the improvement of the upper
schools, wherein unfortunately all educa-
cational reforms have to begin.
Hence we see the colleges tardily adapt
ing their work to the needs of the times,
the high schools tardily following the ex-
ample of the colleges, and the primary
schools bringing up the rear century OF
so behind: behind the colleges that is; they
are twenty centuries behind the discovery
and announcement of their proper work
by thinkers independent enough to break
with the tradition of their day. There is
not common school or an elementary pri-
vate school in the land that approaches in
its mode of operation the ideal of youthful
culture set down by Plato: not one that
| does not violate, more or less atrociously,
the primary requirements of young human
ity in its entire scheme of operation. And
yet we fatter ourselves that our schools
exemplify the finest fruits of modern civil
cation!
We marvel at the logical blindness of
our forefathers, who sought for personal
freedom, yet could not see the absurdity of
trying to erect free government on a
foundation which had slavery for corner
second centennial of our country's exist
ence, we of to-day will probably appear
quite as illogical in educational as they
were in political matters. We know what
should be done, yet submit to the habitual
performance of the opposite. We brag
about the school of marine observation
which Agassiz set up at Penikese, and say:
THAT is the way school should be con-
Quoted" We cry "well done" and 'God
speed " to Professor Shaler for the pro-
jected school of inland observation to be
camped next Summer at Cumberland Gap,
looking upon such enterprises as the proper
outcome Of the best system of public edu-
cation in the world. And we are blind to
their biting satire upon our entire work of
instruction!
Just think of it. We take our children
at the age when observation is instructive,
when every sense is keen and hungry, the
whole world fresh and new, and every
curiosity: when what is it - "what for?
and "why?' are the burden of their
speech, and " what are you - "what can
do to you ?" "what can you do to me ?"
the language with which they approach all
things: we take them at this stage and
aid and encourage their attempts to master
their environment? Not bit! On the
contrary we shut them up, literally as well
as figuratively, at home and in school.
"Don't bother me with SO many ques-
tions"' is the mothers response to inces-
SAINT queries. 1t isn't polite to ask ques-
tons is the reproof child gets when it
turns to strangers for the qualification of a
curiosity, sure to he impertinent if unwisely
depressed where it should be wisely guided.
THAT has nothing to do with your lesson:
attend to your book " is the teachers reply
when the eager child wants to know about
something not set down in the days exer-
ciseS.
The fruitless quest is not long persisted
in. The mind, even of adults, soon wearies
of rebuffs; and the naturally bright and
observant child, under such treatment,
soon settles down to a listless Indifference
to all but narrow round of facts and
phenomena, or wisely keeps his observa-
lions and doubts to himself. If studiously
inclined, he studies books, gradually learn
ing to rely on other peoples experience
and to seek for knowledge Of the world
through the distorting medium of words.
no lp fr,, nj of
intelligence or culture; and his powers OF
original perception, at first undeveloped,
end by being stultified by years of unob-
servant going to and fro. And then we
set before him the happy chance of becom-
ing one of the twenty-five or fifty lucky
fellows who are permitted to supplement
their college life with six months training
in school of observation!
Give to Agassiz and Shaler all credit.
The Penikese and Cumberland Gap schools
are germs of new life, destined, it is to
be hoped, to develop downward till, by the
time our great grand children are ready to
go to school, the whole school system will
he leavened. But to ourselves we must
reserve unlimited discredit for permitting
such =" reform " to he possible. Schools
of that sort are properly not the crown but
the basis Of sensible educational system.
What they propose to do should be made
unnecessary by the work of every primary
school, for childhood is the time for cult
waiting the art of observation, when every
thing in Nature and Art is new and open
to discovery: not after quarter of life
time has been spent in habitual inattention
to all save books, when shadowy famili-
arity has bred such contempt of common
things that the would be observer has to
resort to the wilderness or to the bed of
the sea for objects to excite his dormant
curiosity. Scientific american.
AN OLD CAsE.-An ancient Beecher trial
may be found among the proceedings of a
Connecticut court held at New Haven, on
May 1, 1860, just two hundred and fifteen
years ago. In this case the kisser was
Jacob NJ. Murine, and the kissed was Miss