Sacramento daily record-union. [volume] (Sacramento [Calif.]) 1875-1891, 1880-07-16
RATIONAL TEACHING.
THE pEsTALozzIAN METHOD SUPPLE
MsNTs THE KINDERGARTEN.
What the Primary School Should Be-List
of Bran hes Taught, and the
Method of Teaching.


In former article some facts in relation to
the origin and theory of the rational Quincy
system of teaching were given, together with
the requisite qualifications for successful
teachers. the statement being upon data OBJ
tanned from q thoroughly educated German,
who was for many years successful teacher OF
the system. The data and theory given were
from the Pestalozzian or German standpoint,
and as there taught in connection with their
school-books, arranged and published with
special conformity to the system. Whether
or not it is identical in all its details with the
so-called Quincy system. as now taught IN
Massachusetts, and as will be introduced in
our city schools by the teacher soon to arrive
here, the theory and principle are the same,
and the methods will only differ through
what may be regarded as more modern or
advanced thought, and different appliances
and books used in teaching.
The following in reference to the primary
school as constituted and conducted under
the modern system, and which is derived
from the same source as the data previously
given, shows in brief outline the method of
teaching portion of the branches in the pri-
mary department:
WHAT IS A PRIMARY SCHOOL?
All children from four to six years of age
ought to be in the Kindergarten for prelimi-
nary training. moral as well as manual, and
this is on the same line for the little ones of
that age as the Pestalozzian or Quincy method
of teaching is the primary fer those immedi-
ately succeeding the kindergarten age. For
healthy child. in regular attendance, two
years in the kindergarten are enough but
if there is any constitutional delicacy, or nat
ural hardness of mental development, a
longer period may be advisable and
very beneficial. But whether the child
has been to Kindergarten or not, will
not make as much difference if the primary
is what it should be-a school devoted to a
natural development of every healthy faculty,
rather than place which children attend, in
order to get learning placed there like so
many pots and jars to have knowledge" ladled
into them until they are deemed full enough
and fit for the higher schools where their
education really never begun-is sup.
posed to be finished. How empty this old
system of acquiring hook learning" in
school really is, is plainly seen at our teachers
examinations, when the examiners sometimes
fondly imagine that the questions put are a
test of the teachers knowledge and abil-
ity to impart such knowledge, while in
reality they only find out who has the readiest
memory, leaving the question of actual avail
able knowledge and practical ability wholly
untouched.
The primary, then, must be place where
little children are received and treated by
the teacher with parental love and authority
and where every faculty is called into health
full activity by a wise rotation of exercises,
every one of which is calculated to develop
and train mind and body co-ordinately Nor
is the moral aspect of the new system at all
inferior to the mental and physical one.
NO BOOKS OR ALPHABET.
The beginner has no books, no alphabet to
commit to memory, no prolonged sitting
still with folded arms to ''hear pin drop"
or to count the ticking of the clock. Nothing
is stunned as much in the model school as
inactivity passing time away" is rarely
permitted. This primary is beehive where
no drones are permitted to reside. Perhaps
this busy, bustling, ambitious school is not as
quiet as the model school of the old regime
no death like stiffness reigns for more than
a few minutes, nor are the little ones ever
drove to the verge of petrefaction by pro-
longed hush. But the children are happy,
for do they not work, are they not doing
something" at which the teacher smiles and
approyingly mods his head? If there is not
absolute quiet, there is certainly no annoying
confusion-the children are too well employed
too busy to get into mischief or to need much
discipline.
The children of all the lower grades are
not much burdened with text books but the
appliances of the schoolroom are complete
States and pencils, blackboards, crayons in
various colors, various maps and charts,
globes and numerical frames, sets of blocks
geometrieal forms, sticks of W.
rious lengths these latter kindergarten ma
terial), even few good chromos on the wall
and o fiower-pot in the window, to add
element, are the chief materials
for the work OF the primary. The text books,
though the best to be had, play rather
part, instead of being the prin-
cipal element Of instruction, as under the
old system. 1t is expected that the teacher
shall furnish or elicit from his pupils that
which Is the gist of every subject III hand,
using the textbooks rather as printed memo
randa of certain facts. and largely drawing
on his own and the children's information be-
fore memoriziug is resorted to.
An excellent method to interest and in
struct, as an example, is to take beautifully
Illustrated German and American magazines,
such as Harper's" and "Seribner's, %
% Daheimn and '4GaI tenlaube, tc the school
room to show the children the best pictures
and to converse about them. This VIII often
draw out glimpse of hidden characteristic,
of unsupported wit and intelligence. The
numerous beautifully-illUstrated articles on
natural history, biography, geography and
history, are a source OF ever fresh and varied
Of which they never become
Eearied. There is always something for every
bfr,f- 81 Oh,
for the very little ones, while the older chill
dren are pleased and interested with every
thing if properly put before them. In this |
way too there is produced q craving for the !
good aud beautiful in literature, thereby rem
iering insipid and worthless the literary trash /
90 frequently INDUCED in by our young people. |
BRANCHES TAUGHT.
The list of branches for the first two or
.hree years under the modern system are : |
|, singing; 9, drawing; 8, writing 4, read |
ng; 8 arithmetic; 6, object lessons and |
z, hygiene g. moral instruc- |
lion; 8, mental exercises; 10, gymnastics !;
Il. defamation. OF these something may
briefly be said as to their use and methods Of |
.eachisg
Singing is considered of as much impor-
.auce in the primary az anything else taught |
here indeed, it is quite Indispensable, and /!
Always pf6ceUeS the exercises OF the Gay. IL /
5 often resorted to as an interval of restful |
whenever from any cause the in
.erest Of the children flags Singing is here |
Ised as means Of discipline as WELL instead |
IF folding the arms aud sitting still. 4 /
iprightly song ought TO close the day 5 work, !
eaving a pleasant impression on pupil and |
teacher as they leave the school. Music is
one Of the most refined and humaniziDg in |
iuences known TO man, and love for it |
should be created and fostered in the school I
room. Foi this reason care should he taken I
10 choose only good songs-real music, not |
the musical trash, however popular, which so
often finds its way into the school room. In |
regard to music, as to everything else, we
must adopt troebel's motto, "For our chill |
lren the very best only is good enough"
DRAWING.
Drawing, under proper method of teach
ng, precedes writing and reading. 1t COM
pences with the simplest expressions of form,
.he dot and the line, and from these two sim
pie elements gradually develops all the geo.
netrical forms which come within the range |
If primary instruction in drawing. As soon |
IS practicable the abstract forms give way to !
such an arrangement of their parts as will
,orm or resemble we'll known objects, such as
sables. chairs. fences houses, etc. When I,
facility has been attained the |
carve and its various combinations are drawn. |
Then variety of forms combining the |
straight line and the curve. The pupil has |
then mastered the elements which next lead |