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

about the system OF school teaching with which his
name has been prominently identlned. Inc
Yonkers schools had been dismissed al noon' ana
all Of the teachers were present. Tho Board
OF Education was present, consisting OF Kudoli
Fickemeyer Halcyon Skinner, George Stewart,
William H. Copcott jacob Read, Frederick A. Back
John o. Campbell and Bufus Dntton Many other prom
nent esdens OF YOnkers were present. ana among ''
visitors who listened 10 the addresses were '" D.
Davidson OF Dobb's Ferry; Lewis. OF Fishkil Lano-
ing c. +. Nichols. and Philip Lucas. jr, OF Mount YER
non with sixteen teachers. George W.
Bailey and Professor A. Dreyspring Of Sing
Sing; r. V. X. Aontfort, F. Y. Clark, Charles
T. Snyder and James McCram, OF Newburg; raVd .
Rowe and David A. Rowe, Of Tarrytown; Henry J..
Purdy OF Peekskill; G. D. McErOy. OF NeW-ltocheiiei
J. G.. hin. q Pelhsmvie W 5. Keller 81 sou'h S''oi
A. J. Wilson. OF New-Jersey j. f. farnec"tt' OF "es'
Chester n. II. DumonH. OF Tarrytown; CALVIN A. B!en
Of CITY Island; II. c. Halowell. OF Gloucester, Mass
Charles c. Holden. OF Rye Neck and William IL SKID
more, Of West larrytown.
Colonel Parker was introduced by President Eichr-
meyer OF the Board 81 Education In bis afternoon IT,
marks he spoke In general terms Of the deleets ID
and the needs Of the syst' Of school educaloh DO" i'll
use and in the evening he spoke more particularly OF
his own work at Quincy. Colonel Parker Is apou'
forty years old He has genial face on "hion
there IA always smile lurking, aud when he
speaks he impfesscs one with his earnosness ana
enthusiasm. He speaks 1lently because 40 i
full OF his subject. His remarks were made IN CONVEX
satona Tone without the least Formally, ana ma near
ers asked him many questions. He seemed 10 DC
especially sensitive lest IL should be thought that be was
trying to bring himself before the public one who had
discovered thing He has been in Quincy for I'VE
years. He IN Germany for two years studying the
schools there and previous 20 this he was teaching III
the West At tue close OF his remarks. last evening he
cae 20 New York and to-day he Will speak al Orange
Nj.
THE AFTERNOON LECTURE.
When introduced, Colonel Parker said:
1 have left my work a teacher with some relnc-
lance 10 come here try help TO teach better
take il for granted that you are all teacheis-real
eacbers 1 mean, who are learning to teach ours Is
one OF the greatest OF all the arthat OF moulding the
human mind 40 that may be always progressive aud
acquiring more knowledge by Thoughtful experience.
nave been q teacher for many years and nave come
70 ~" srart becene Won can't agrcS with me- have
never your schools and do not know how far you
have advanced in tho arr OF teaching
ask you to-day 10 form my c@ss. aud want you 70
ask questions directly TO the yont and WI Try 70
something wonderful. had been accomplished IN ntte
town in h TIE whS %i Inc Vpssips
and the teachers. are always rvingto lear" You are
teachers aud YOU should ne mos intense hurIest,a ~
have against you. Let me ask, have you grammar
school eacaers eyer had class cone NJ 70 your schools
and aritnmeticf see one hand, and want t5at Gdys
orfs then nave Just one use-to recall ideas Words
properly arranged recall ideas and their relation;
Word isn't sligo properly. hut l. "Tecall." Children
OF i've or six years have learned the elements Of tue Ian.
guage by long and wonderful process Tue method of
gaming the oral language hold NJ perfect ~ can
he You can hnd everyfL IN the ohld's learning TO
Talk that you need IN order 10 teach 10 10 read ara com
pose. This perhaps is called new theory IN Massachu'
hold first, that learning TO hear language 10 the
SANE as learning read. 1t TWO methods o taking
in OF thought 10 both the idea Is impressed ON
the mind In other woris 10 learn how TO spell II Toe
Same a. TO lca-n 10 talk. Now have gwen you some
thing TO think about. You must learn DO" 10 ,eacn
reading by studying how cbild learns to speak.
word. ataia. Is only valuable when IL IL asso-
oiatei WITH tho idea OF which it Il the sign.
Tne cbild when 1t learns 70 talk sees the oplec, Una.
causes state OF nental activity IN wncn t"e %1p' a.
"dOg" or oook ID spoken ConveIseH Wheii , .e
Tie nua6er OF repedtons depends the intensity Of
SEQ the relation OF the ideas The child sees them
and recalls the thoughts The keystone OF the whole
ant OF teaching Is the association OF idea with
the word This is the main thug 10 be KEPT In view.
Any system without this Is defective. Tue word Is
secondary thing. 1t ought rot at first TO he anayzrd
any moro than the oral word Is Wny, then, aner i've
years Of natures method should we chase inc method
when we begin TO teach readingt
THE ASSOCIATION OF IDEAS.
Reading IL either recalling thought that has been
lodged In mind before or taking In new ideas by
means OF words signs Language can be taught obec
lively That is what troubled Massachusetts teach
ers Ono said 81 can SEQ how you can teach NJ
Collectively, but how can you teach when object
,veiyi Some sportlvey said It could be done by
~ the way should do It, Colonel Parker the
board will give piece OF candy'l Create the
necessity OF the word IN the MUD Of the child
ILaughier1 Our trouble IN MASSACHUSETTS, ia that hero
iofore words. the slaves, been kings. Now We arc
beginning at the right end with ideas.
To recur then how shall We bring about the assOcia-
ton of IDEAS You must gat er together collection OF
objects animals I've ones II You can. "a voice, I'VE
use this sci of objocIs before tho child took Up
one would wrlIe the maine on the hoard Let the chlld
then point out the OBJECT and bring It % you
These objects OF the greatest
The next step l. 70 utilize Ih ire s an,
10 draw. ! can't myself tiaughterl. but I'm gong
learn now. This method Ii perhaps better than the first
method The drawings he begun day. aud
the story be finished on the following day. Then
picure.- from papers and old books.ean be used TO
great advantage They can be got In thousand places
Then aeh by couversation-anotler method OF olgec
Tive teaching would handle idle, children too, Ike
pect stare straight ahead This treatment IL
simply barbarous. Let them come INTO the sehooroom
full Of activity aud you must turn this current Into
school work Make them feel ~ home IN the school
New-York Let them have good deal OF freedom, and
vet them perfectly. II you can understnG tnis.
Gather The children around you ~ groups OF ten or
twelve. but don't make them toe n mark Give them
freedom OF limb II YOU would have freedom OF mind.
Of which you want 10 teach them FIJI yomr minds ull
of fairy stor1es-Grimeps and Others Thank hear sn
Laughter Tell the children. then; delightful stories.
rhen write out the Skeleton and let them fill IN the
EXAMINATIONS nor TIE END.
No one can teach for an examination. II the eXamn
alton s all that thought OF the dull boys have sur
fer for the sake Of tho bright ones. You must have
freedom OF action TO DO you think best. We need
few martyrs In this The thraldOm the same
Is brought about By the CHAINS Of customs or
OF school boards and superintendents II school Is too
large then the necessity of the change is all the more
urgent.
Experience teaches that the children In the schools
their second year know The names OF the letters Tmid
hy al
ones should put In group and waited for. We Ind
that second year tines" duh children viii often
Oustrip the bright ones IL Is misfortune TO urge |
bright children aaead. The slow ones the ones
read Is learning vocabulary. word Is
learned when II Instantly recalls An idea. This |
power TO take IN thought depends LpOn the
word and ones progress In TINS through life depends
upon the extension Of the vocabulary. l should have
vocabulary words ranged IN phOnic order for rea-
sons when 4 will tell you hereafter Many teachers