Eureka daily sentinel. [volume] (Eureka, Nev.) 1871-1887, 1881-10-27
THE GRADED COURSE.
studies. which should be. Given to
Primary schools,

EA"y ocnOOlBs
Nineteen sectional School Boards were
represented at q recent meeting in this
city. says the Philadelphia North Ameri-
can, and two reports we're submitted.
These reports emanated from a committee
appointed to take into consideration the
graded course Of study now taught in
primary schools, and report what modia-
cations, il any, are desirable and neces.
sary. The majority Of the committee
reported in favor Of reducing the present
curse materially, and the reasons given
appear to be founded in common.sense
views OF education. 1t was argued that
the children in the primaries are generally
quite young, aud reach the school-room
without much preparation; hence it would
be better not to confront them with too
many subjects. The details OF o new sys-
tenn were embodied in the report.
The debate that arose on O motion to
adopt the majority report ELECTED q variety
Of opinions, o few Of which we're extreme.
The general drift Of the discussion was,
however. in the right direction. or toward
investigation. Some facts stated appear
to US Of considerable significance. For
when we are told that classes in some
schools range from 10 to 1875, the over
working Of teachers becomes painfully ap-
parent. The system itself Ia a continual
burden where the classes are not unwieldy.
1t ia not possible to credit the creation
Of such a complex system to practical ed
u~cators. 1t is a system Of theorists. Not
one child in a hundred can 30 master the
primary curriculum as to make it OF any
material profit. 1t is a snowy system, and
it imposes upon many people no doubt.
Sui it never yet imposed upon q practical
educator.
The age and the state OF the preparation
OF the children who enter the primary
schools de not warrant the introduction OF
any but the simplest subjects to their
notice. Children should first learn to
read and spell correctly. While they are
doing this they should not be required to
study in books either geography or arith.
matte. They should first be made to com.
prehend the powers and functions OF Ian.
guage as they hear II spoken and fnd II in
simple lesson books. In connection with
this they should be taught grammar. not
by books, but suggestively by the teacher.
This is beginning at the beginning, which
is the place at which to begin. There need
be no haste in the matter. There ia time
enough to educate every child susceptible
Of education in the natural course. Life
is too short to thoroughly educate the mass
Of pupils in the artificial way. What we
call education Is something else. At least
it does not educate. 1t does not develop
the faculties, but gorges them.
Arithmetic, save as 1t exists in the SIM
pie table, comes in OF o later time. II is
one OF the things that can wait. Geogra-
ply. except as 1t relates to the natural
divisions OF the earth. Is en- advanced
study. There never should have been a
primary geography" There can be no
"primary geography" Every competent
teacher can impart q knowledge Of the
natural divisions Of the earth much better
than II can be done In books. 1t can be
done on a blackboard. 1t can be lone
nowhere else or in any other way. For
the most part u school books demon
strate how not to do it. A teacher who
cannot teach without books and an army
OF formulated rules needs to be taught.
Simplify, simplify, simplify. That is the
secret Of imparting knowledge to the young.