St. Johnsbury Caledonian. [volume] (St. Johnsbury, Vt.) 1867-1919, 1879-01-10
School Text Books.

School Text Books.
I Mr.. Editor The matter of schoO
text books is one have thought mucl
about, and | am satisfied it is one O
great Importance. l have looked il
vain for some competent scholar t,
bring the subject before the people il
the light of Intelligence and of that logi,
that will show things exactly as they are
| do not presume to do this myself bu
simply to offer few suggestions, il
view of the fact that an act was passed
at our last Legislature, entitled, "Ar
act to prevent the too frequent change
of text books in common schools
wherein we are to elect, at our next
March meeting, and "every fifth veal
thereafter, two persons" who together
with the town superintendent shall be
text book committee
We think the act of Legislature all
right, and needed. Something ought
to be done, if only some one can tell
what that is. Hence | would respect
fully and sincerely call the attention of
competent scholars to this matter in
season. And in view of this, | would
offer Il few ideas for consideration.
First, then, it is not the principles of
the sciences taught in schools that need
changing, (which we all understand
but the manner in which these princi-
pies are presented, so as to appear to
the pupil perfectly clear and plain.
Here is the great secret of our whole
text book business, and in my opinion
it is the only important thing to attend
to. To many it is Il matter of surprise
that authors of text bOoks-persOns
supposed to be well qualified to write
upon certain branches of science, should
often be so ambiguous in their phrase
OlOgy. No where in the world could
the blind expression of words be more
out of place. | claim that the majority
of text books are faulty in this respect,
and | claim that the vnnna IrII"rr Is
greatly retarded i'll progress thereby.
In writing text books, authors forget.
that they were once learners
themselves. They write, using terms
and phrases more adapted to the mind
already educated. Our text books are
written too much as authors write upon
abstruse philosophy way up in the
clouds, or anywhere but in the atmos-
phere of our own senses. When Huxley,
Tyndall, Crooks and Wallace discourse
upon science, it is expected, suppose,
that they will soar high in both Ian
5uage and sentiment. But the true in
structor of the young, whether author
Or teacher, ought to know how to let
himself down to the capacities of the
Iearner-not laboring to keep out of
sight, but just ahead, leading, inviting
and guiding.
The authors of text books should be
ingenious persons, like skilled mechan-
les, so as to know how to construct Ian
guage on any given subject, in the clear
est manner possible. Now person may
be an excellent mathematician by ma
ture, but possibly he may be a very
poor illustrator of the science. Another
may understand well the laws of Ian
guage, yet may not be a plain teacher
OF It, 1t is great gift to he able to
instruct the young.
Let us just look at Grammar for in
stance. | speak only for myself, but
it seems to me | am right, when | saw
that our modern text books are a down.
right abomination. Why harrass
and perplex the learner with two or
three hundred pages of fine print and
when One-half of these
pages ought to reveal the science in all
Its perfection and beauty? The au-
thors OF grammar are constantly intro
ducIng and multiplying new terms, but
cannot see that they make things any
clearer. l only see it all helps to make
new business for somebody. Now ifl
we have a good grammarian inv ermont.
4 man who can be clear, "sharp and
ieclslve," one who can tell us all about
the principles of grammar in good, sim
Pile, plain English, suitable to the voune
learner, Without making an encyclopedia
't 1t, let that man be engaged at the
earliest moment.
The same can be said, more or less.
Of Arithmetic, but generally there is
more good sense used in regard to it.
Inc good mathematician ought to be a
good constructor, so that when he
writes "rule" it will be as clear as
plain English words can make it-not
simply so to the educated mind. but
specially to the learner, who is the party
who has the most at stake.
Now, if it ever happens again. when
new text books are recommended LEFT
the whole matter rest right where it
now Is, unless a real improvement can
DE had. 1t is folly to do otherwise. I
think it would be a cunning thing for
ermont to manage this whole matter
nerselt-calling upon her clearest heads
upon her most ingenious and logical
minds, to look into this matter with