New-York tribune. [volume] (New York [N.Y.]) 1866-1924, 1880-01-31

that they viii read it almost instlnctve. "a voice
IN try it'll And right here let me advise You 70
make variety in yuur modes OF teaching IL you nave
been teaching In way that You think IL the BEST
take another method Tomorrow The new way VIII oo
revelation h. OF your dull pupils with whon you
have been unable TO do 'thing. - 4,
To Ierur again per rs not r Ss Often
enough IN IT. and here too. the backhoard u inds
ations You should ell be rst-rate writers, particularly
those who teach IN primary schools Ibis Is the rs'
The order OF teaching should be words, phrases 9rd
shows he reai ons OF the two things You the book
on the "a bic aud The sentence the board and the
Thought the same which ever way the mind receives
before it comes into the mind. When III the
mind IT should be expressed as any other
thought. Then, any auenuon which Is pad
10 pauses and emphasis IL useless work.
Children play give tie best reading. In school the
iAecion are the results OF detective methods. II any
school teachers the Hudson would make stand Ia
OF the state the fault Is not ~ our stars gu IN
ourselves that we are underlngs" We need, a. said
before, some MARTYRS Tor TINS cause.
Teachers, again, he continued, induce hzlness oy
teaching tho method mat rtqur,s , cniu 80 Ieis%
psTotfe sentences or word: al.eh tnen Miliions o.
children gre learning words that don't suggest IDEAS
our standard low, Tor 1t asks for words and not
for IDEAS seem TO see IN my children love iOi Oook'
and FOX ideas; love that don't tnk see IN Others
They are taught inquire for Themselves INTO the reh
tons " The different ideas suggested Dy d'ners wolu
Whom child leaves school " 1t dosent love DOORS anu
page aft by heart the teaching has NOT
been successfnl.
CoRRroTNEss ~ IMPRESSION.
The chd should read as Il should talk or course
Is absolutely ~ cessary reach the child 10 talk cor
rcciy, tnen the reading VIII follow The vocal ex
preston Is OF secondary consequence. The primary
object is 10 get an intelligent expression OF his thought
Attention 10 spelling explains pauses and Infection
Kills the spirit of reading. II child pronOunces wold
wrong DON'T sop let anyone In the class interrupt
bin, but put the word on the bomd and LEI 1t remain
there for subsequent lesson Don't pay much atten-
ton 10 the expression as dive Of the chu's mind
Iur
OF paramu importance. DO not belleNe w tno SO
called explanations in arithmetic or IN anything else
Every time you PLAN example trat the sohoar can
nd OGt Tor himself yO deprive hlm OF so much hehal
energy winch be miglt have obtained had no himself
4 teacher knows when a child is ready for
promotion. IL he or sine doesn't KNOW the cailds
mind the teacher Isn't ht 10 teach. No promotion
should be based on single hna examination.
Another bad notion that We have is That BOY position
depends ON what n has been through II lsi't what
boy has been through bus the thing what the boy can
do. TITUS Is IA IL the boy VINO has Vtu "D lhh goes
a city and quickly reaches the head Of tne class
Promotions should be for mental power and grasp inns
should be tho aim OF y"ur ttacmnY: We are zoo
mucu bound 10y courses and grades, ana us
Too mar yon All ouaht To be boru teachers ILaughter
read yOur fIces and see that you are sticking TO
an old rcadmiIL Throw over the treadmiil, aud go
anead.
Toe so-cailed Quincy system contains nothing new.
credited win having made any discovery. &c Is
te principle which al the great teachers Of the world
--Den who taught tho thought,
a recess tnen taken until rho evening session.
questions. Supper for the ort-oitOwn visitors was
served 10 one OF tue schootrooms.
TIE EVENING SESSION.
In the evening the large hail was again filled. The
exercises were opened with song. which Colono
Parker sketched the points which he had mado In tic
afternoon and continued as follows:
In teaching s,nenct suppose you have ne sentence
the board The BLACK horse ran up The high MIL By
constant questioning tneso words and their meaning
may be taught. You may ask Wat dd Tue horse dot
WY he rau up the NIL What hnd or M high
hui ODe should not try 70 point 1t the difference Oe-
tween TIE meanings OF words Let The children nd out
these things They can Dc kent at blackboard exercises
for nve months with prcnt. When they come to want
looks th's Will BE- achoering sign.
have 1870 te books OF the best knd and thus, Instead
Put into THIS ch pasiurr, the children are sure 10
Improve. One OF tho cheapest ways 10 secure good
books Is TO buy sets, each book OF which helDs tne
teacher as wen As the pup Ihis supplementary rcAa-
In j. scuiai, and brighenr the homes OF he poor
Spol ing - a great bug -bear. shonld favor phoulc
spelg. and with Josh Billings can tnat should
10 fixed rules. But spelling has 20 be taught and the
question how 10 teach children 10 make tue form that
T. The written sign The best way 20 get the
iuto the mind IA 70 look ~ them closely Thus
Close ob.rrvaiion may b. cultivated by drawing I've
spoilers say " ever forget word when see IT,"
schools copy on their states ali OF words the
blackboard Til. rule mus, be strictly adhered 70 ior
e first year Thu Il the nucleus OF tue vocabulary,
aud my experience taught me that By he lasi o the
second year they Will spell we'll The words VIII force
themselves into forms OF expression.
WORDS FOR EVERY DAY USE.
Again. there ~ no use OF teaching words
that not TO be used for years. child
should not be allowed to spoil wrongly. Train him TO
know whether not he knows word Make II neccs-
sAry by iutrospectlon whether he has
picture each word impressed on ms mind Thus
ycu keep teaching within the OF the
cabulary and teaching develops words. Thus there
viii be gradual and euro growth,
Now 20 writing. Children should be fought from
the TO write hand that they never Will have tO
change until what Is called character appears IN H.
Nov have a hobby Straight aianting tine SHOULD DE
the sst. and the most important letter IN tie apna
bet When TITS Is taught ind the states. by the way
S en- follow easily TaIs line is the fundamental
stroke. Seyer allow a Snild 10 wiI'e poory
other topics than wiring For II tho composition
papers Tor instance ste POoi INV n t . fond
As ~ language. l would teach all or tue forms OF
writing " two Misunderstanding tue sentence on tue
hoard aud then repeating Il orally. That is not
tencning when does not BRING out Thought. Ihe
ircturing system IL the worst form Of bad method
Youug teachers yey liable 10 commit this fault All
fencbug that evolves thought depands thought. Put
@ q ear thought In tue mild II you would clear
"a T,rssion Thon comes mode--hrst thought then
prssium and then mode Every lesson should De Ian
image Lesson. Both oral al written angHgr should
80 Ie handed for every lesson. The teacher should be
The model IN the use Of good English
We nave attempted 10 anaiyze tho expression OF
thought, when the thoughts have never been IN the
MINDS OF the pups TINS Is gramm9.[the te"ehlng oi
something ~ the cnilds mind. What an Gbsurdity
10 tr, % leach grammar before the child can write
p"s9 o, be aha has nucleus Of words then we begin
tne word expression. Gather tbs Ilttlc ones around
Won AS / told you TINS Afternoon ana make them at
I'M You must lead them to talk freely to
you either by showing them pictures or by other
ynrnns Don't Irghten them at fret by corrections.
When you got their confidence you can begin 70 mold
them IL ~ great mistake give set object lectures
/ Lei me object Itself ask the question.
Mr. Cogg WELL OF Cambridge has n card method by
which "A certain portion or story is printed on eacn OF
several cards aud tnese are then distributed through
the ROOM Then he calls upon number one and the ot
10 read. ,--... -
There are many ways Of teaching by writing. Let
one child do something and let the others
Gescribe the action their states You
nsi min gle among them and watch what they write
r. a word IA written Wrongly rub IL out Don't point
out why 1t Is wrong. THIS Is not my way. Don't allow
then ~ see II wrongly written Then let TWO do some
tnv and let the others 10 through tho operation Of de-
scrblng the scene. Again II you ask question, sud
dcuy tell them tho answer These and many
hrr dc vices may be resorted To. In my own case
the results from this method have been sur