Vermont watchman and State journal. [volume] (Montpelier, Vt.) 1836-1883, 1878-09-11
New Methods Of Instruction.


of studies - just adopted by the Boston pub
lie schools, which had been prepared by the
superintendent and board Of supervisors
and approved by the school committee.
This new programme makes great change
in the course and methods of instruction,
how great, those familiar with our public
schools will understand from slight sketch
of the plan which the Boston teachers are
now beginning to carry out. The most
marked departure from the old paths is
made in the primary schools, where the in.
struction will be almost entirely oral. The
Boston Traveller, from which our informa-
ton is derived, describes the new course in
these schools AS follows:
coral lessons will be given upon pictures,
plants, animals, or whatever the ingenuity Of the
teacher may suggest, in order TO accustom the
scholars to express what they know In words.
This exercise will be called language Other
oral instruction will be given upon form, color,
measures, animals grouped by habits traits of
structure; vegetables, minerals, the human body
and hygiene Fables, anecdotes and simple poetry
will be taught from the metric apparatus Here
tofore much time has been given to spelling, and
many hours spent over the primary speller; that
book Ia to be entirely discarded, and some easy
common words from the reading lessons subst-
tuted in its place. Two new studies are intro
duced, called recreation and miscellaneous,
to which an hour and half a week is to be given"
In the grammar schools the changes,
though apparently less radical, are similar
in character and aim. The grammar and
spelling book are omitted from the list of
text books, wisely as we think. One of our
leading writers on language calls English
"the grammarless tongue" The phrase is
too sweeping, but it expresses truth never
theless. English grammar cannot be profit
ably taught in formal way, as the gram
mar of some other languages may be, to
young scholars, nor hardly to any who have
not some knowledge of a more fully infected
language which may be used for illustration.
The art of writing and speaking correctly,
which. according to the text books, it is the
province of grammar to teach, may be nc.
quired by example and practice more surely
and pleasantly than by the study of any
treatise. The language exercises of the
primary schools, carried farther as the ad-
vanced capacity of the scholars will admit,
take the place of grammar, with less of pars-
ing and other formalities and more practice
in composition, explanation of the structure
of sentences, use of capitals, and so on.
Spelling is not to be neglected, though the
spelling book is superseded, but will be
learned, and examples for practice taken
from the reader and other text books. Less
writing in copy books and more in exercises
in composition will be required. Less time
will be given to geography than before !;
natural philosophy and physiology will be
taught at an earlier period in the course.
The principal change is in the increased at
tention given to oral instruction. In the
two lowest classes books will be used but
little, and as the pupil advances more time
will be given to the study of books, but
oral teaching will have prominent place
throughout the g amman school course. We
quote again from the Trdreier:
." In the lower classes the subjects for oral in
struction will be natural history-plants from
May to November animals from November to
May; trades, occupations, common phenomena
stories, anecdotes, mythology, metals and min
erals. In the upper classes, physiology, life in
the middle ages, biographical and historical
sketches, and experiments in physics"
This programme evidently requires of the
teachers more mental activity and resource
than the methods of instruction commonly
in use, and ii faithfully followed by compe-
tent teachers it must be more stimulating to
the scholars A teacher who undertakes to
do nothing more than to keep the school il
order and see that the scholars learn the re-
quired lessons from the text books, doe,
work which requires no very high order o.
mental ability, and is of no great value. IL
some schools the course of study is so ar
ranged that the teacher has little opportunit,
to do anything else, and If she has any con
ception of what her work ought to be- thu
routine Of hearing an endless succession
of memorized recitations becomes repul
sive drudgery. The increase in the mum
Der of studies tends to give the teacher
work this character. But if oral instruction
takes the place in some measure of text
book study, the drudgery disappears and tn
work becomes animating, and taxes tn
teachers ingenuity and resources to tn,
utmost. 1t does also, or promises to do, wha'
is much needed in our system of instruc
tion-supplies connection between thu
school learning and the world of facts and
deeds outside of the school-room. 1t is very
common TO find a scholar who is proficien
in school studies yet amazingly ignorant Of
anything beyond them, and apparently un
conscious that what is acquired in schoo
has any practical relation to the duties AM
opportunities OF life. This is especially tn
case with scholars whose parents are uned
ucated, and who therefore derive from the
home life little general information, an'
hear little Intellectually stimulating and i'm
proving talk. Oral instruction from com
petent teacher could not fail to be especial
valuable to such pupils.