Sacramento daily record-union. [volume] (Sacramento [Calif.]) 1875-1891, 1880-08-20
MORE QUINCY.
FURTHER ABOUT TIE PROPOSED EDU-
CATIoNAL SYSTEM.
The Quincy Method-some Interesting Ex-
amples of What is Taught and
How it is Taught.

How 1t IS Taught.
In about one week the City Board of Edu
cation will meet again, when the question
concerning the establishment of experimental
classes under the Quincy system viii again BE-
considered. 1t will be remembered that the
Board has already resolved upon giving the
system a trial, and authorized com
mittee to contract with a Quincy teacher tc
come on here A teacher was secured and
was to arrive and begin work the first week
Fin August. Subsequently she Withdrew from
the agreement because the Board could moi
guarantee her position for more than one
year, and that would not justify her in going
to the expense of crossing the continent and
returning to her home again at the end of the
year. The Board possesses
NO POWER TO CONTRACT
For period in excess of one year. as the law
requires it to elect teachers annually, nor can
the present Board bind its successors by any
agreement to reelect teacher, though il
was unanimously of the opinion that the
Quincy teacher could rest assured of per.
manancy in the place for term of years, as
it was understood that more than year Of
trial would be necessary to give the Quincy
system fair opportunity to develop the pc
culiar virtues claimed for it. The subject is
one of much Importance, and will again be
discussed with visor in educational circles,
and the action of the Board is looked forward
to now with much interest. In the RECORD
UNION an outline of the methods of the sys-
tenn has been given in series of articles con-
corning the procedure and theory in the
primary branches. This subject has not yet
been completed. some elaboration having
been INDUCED in as necessary to q complete
understanding Of the system. 1t will be of
much interest now to get an understanding
of the system so far as it relates to
HYGIENE AND MORAL INSTRUCTION,
And the theory and practice of the system
ON these points we CLEAN from an interview
with a lady of this city who was educated
under the system, and whose statements on
other branches of it have before been given
So far the endeavor has been to show that
these subjects, far from being abstract and
above the comprehension of young children,
are continually turning up in the regular
course of instruction In singing, drawing,
reading, writing and object lessons, and that
they must be utilized then and there, and
given their natural place in the lessons where
they occur. But conversation mot lec-
ture) on these subjects, she says, is never
deemed out OF place whenever time permits
or opportunity calls for it and every teacher
knows how often the latter occurs. A wise
use of superior knowledge in these two
branches is, perhaps, the noblest and most
sanitary discipline ever introduced into the
school-room, and will reach cases which are
impervinus to other influences It is held
tat the children need full instructions con-
hair ,Nb,,c,co1
organs of the human body and their Offices
They also need frequent counsel regarding
their health, and the best means of preserv-
ing it, as well as
WARNING
From the many dangers which surround the
paths of childhood. A proper regard for
their own well other peoples health and
welfare, must be frequently impressed on the
childrenis minds, and the climatic and atrhos-
pheric changes and their influence on the hui
man organism must be pointed out and COM
mented upon whenever they occur. 1t is the
teachers business IS much as the mothers to
warn the children against exposing the uncov-
cred head to the MONDAY sun, and to counsel
them against wet feet and sitting in cold
draughts, and to think of all the many SEEM
ingly friiing incidents where word of advice
may save 50 much pain and trouble-as in
the eating of unlipe or decayed fruit and the
indulgence in sweetmeats. In the school
room the teacher must be ever watchful, at
tending to the proper regulation OF the heat
and preserving perfect ventilation, correcting
the attitude of the scholars and giving especial
attention to those among them who are weak,
or deformed. or deficient in sight or hearing
Nor should the teacher fail to set an example
in this as in all other particulars where exam
pie is SO much more impressive than precept.
OF MORAL INSTRUCTION
The same may, she says, substantially be
said. There are always plenty of occasions
which furnish opportunities for interesting
conversation and comment, and in addition
there are always those general elements of
public and private morals which are freely
ventilated by the press and the people, and
which may frequently be utilizad in the
school-room. She says she does not refer to
crime-that had better be kept out of the
primary as well as out of the children's hear
ing everywhere-but to the wanton destruc-
ton of property, the csrelessness exhibited
in old and young in the handling of weapons,
and tie consequent danger to life and limb
are so common as to need comment ard warn
ing from the teacher. In the hands of
thoroughly humane and prudent teacher such
subjects as the duties Of men, women and
children to their families, to society and to
the Government are, it is held, perfectly
safe, and will receive such consideration and
treatment as
THE WELFARE OF THE CHILD
May demand. To omit this phase of moral
teaching would according to the system, be
neglecting solemn duty, and it is therefore
OF the greatest Importance that teachers
should be well prepared and thoroughly
trained for their work in all its bearings. It
is true. she says, the law as it now stands does
not demand SO much of the teacher-it merely
expects hin to behave himself-it does not
provide this higher instruction for, nor does
i demand it of him; but the law is far be.
hind the times, she holds, especially behind
her favorite system. The people are waking
up TO the necessity OF such instruction, she
holds, and they have a right to decide what
they want.
THE MENTAL EXERCISES
Are chiefly incentives to and tests of the pu-
pills ability to observe, think and narrate
correctly. As such they deal with the ele-
ments OF logic and criticism, and are pre-
eminently calculated to develop the reasoning
powers. II, for instance, she illustrates, in
class of young beginners the blackboard is
made the subject OF a mental exercise every
pupil is expected to express a thought which
shall embody fact concerning it. nor is
the slightest insccuracY allowed to
pass unchalienged. Thus the children
will say that the blackboard is
made of wood it is long, wide,
thin, heavy, painted, etc. ; that it has two
sides, four edges, four corners. that it is hung
against the wall or supported By frame or
easel, etc. Ii one of the pupils says it is
square instead of oblong, the class is called
upon to correct the statement and the pupil
who made the mistake must draw square
and an oblong, in order to impress upon his
mind the difference between the two. When
all the children have spoken and their stock
of information Is exhausted, the teacher may
elicit additional facts by questioning, or sup.
ply them himself.
An EXAMPLE.
In lesson on ink" it is quite probable
that such statements as the following will be
made: Ink is black, y " ink spills, g ink is
in bottles, etc. These inaccuracies must be
analyized, the pupils taking part in the work,
and the sentences then being rendered cor
rectly. Thus - ink is black, is incorrect be-
cause when SO used the word means all ink,
without exception, whereas some ink is blue,
some red, etc Bat it would be proper ts
say, "My, or our ink is black" or % the ink
which l see is black" il it expressed an
actual fact. Thus there are placed those
mental exercises which most grammarians give
as finishing course TO their lessons on Ian
guage, at the very beginning of the pupils
course of study, doing easily and naturally
much of the work which ordinarily burdens
the last years at school.