The Kenosha telegraph. [volume] (Kenosha, Wis.) 1860-1888, 1876-03-23
THE PRACTICABLE.

guide to high art in teaching, these
theories may be good. AS used to de-
termine the aim and measure of the
teachers work in any particular school,
they are apt to mislead US. In the great
majority OF cur public schools what the
theory proposes, the hardest facts make
impossible. Hence, we so often witness
the spectacle of earnest, Woodworking
teachers, struggling to DO for their pu-
pills, as body, what is simply imprac-
ticable.
Now what is most wanted for the
schools indicated, absolutely and solely
wanted for all the smaller schools in the
under districts, is better understanding
OF the practicable in common school
attainments. This we say, not because
the practicable is the nearer and the easier
but because it is the wiser and more
profitable. This is the voice of common
sense. The proverbs of all nations are
full of it.. 1t Is principle of funda-
mental economy. And no fneness in
our theories, no melo-dramatic grandeur
in our ostensible aims can make it other
wise.
To illustrate and apply our meaning
at once, we will take, for example, the
two common branches, reading and
writing. Fine reading and writing are,
in some sense, fire arts They require for
their acquisition certain fne-art capaci-
ties. They demand for shsir manten-
ance when acquired some adequate
demand for practiced use. Now the
great body of the pupils in our ordinary
schools have not the native qualities IN
genius, taste, or organic facility which
will enable them, even under good train
ing, to become either finished writers or
readers. Moreover, none of the circum-
stances surrounding them are other than
absolutely hostile to tue sympathetic
apprehension, the professional command,
and the supreme grace, necessary to such
fine art success. And still more, when
they leave the school they are to meet no
demand for any such use of their fine art
as will either make it profitable, or en-
able them to maintain it. Now, with
these facts before as, we cannot but think
the teacher who, pleased with the flow
ing lines of some professional art of
penmanship, or captivated with the
Evolutionary deliverances of the last in
stitute reader, undertakes to reproduce
either in the school makes not only a
grievous mistake, but commits an ofense
against the practicable.
There is that, in both these branches,
which it is possible TO Go we'll with the
majority of the pupils in our schools.
1t is possible by a simple, slow, pains
taking process, to teach them to write
thai plain, round hand which, while not
rapid, is legible and correct, which they
Wiz AAG 1OE dll LuGlE alCGI use
and which they can hope to keep up,
and have at command. And so, too.
with readlng-a good, plain style of
common reading, with decent purity
in vocalizing, and distinctness ia artIcu-
lation; a proper attention to the gram
NAUTICAL pauses or divisions, and a
pleasing flow in the general utterance;
all this, which is all that the pupil will
need in The reading of the notice, the
letter, the newspaper, and which he will
find no difficulty in both keepingup and
improving it is possible for him to mas
ter. And this while it is practical, is al
the same time sufficient. for the class of
which we write.
What we have suggested with regard
to these two branches will, in the mind
Of the practical educator, find ready
application in other directions Indeed,
the principle involved, we think will be
found to contain. not only the key note,