Sacramento daily record-union. [volume] (Sacramento [Calif.]) 1875-1891, 1882-10-07
OBJECT TEACHING.
CONCERNING THE SYSTEM IN UE-
GRADED SCHOOL NO. 4
The system-Methods Fmployed-Its The
DRY and Practicable Results OBJ
tained-A Teachers Views

and incorrect impressions made by reason OF
recent publication in other columns than
these. The school is the outgrowth of the
agitation some three years since concerning
the Quincy system. That is g system
in which object teaching is the
most prominent feature, objects being ssed
almost exclusively ia the earlier years of a
child's training. When, ore year ago, the
Board OF Education established the Twenty.
fourth street school, it was ordered that it
should be "a semi-kiudergarten and an OBJ
iective school" In accordance with this
order some of the features and methods of the
kindergarten have been introduced into the
lowest. or the eighth grade. 1t is believed by
the Board and those intrusted with this
school, that the mode of instruction used in
the kindergarten system is conducive to the
ends to be attained in the process of primary
instruction, viz: 20 arouse the attention, and
to cultivate habits of accurate obser-
walton. While there is no "class in
Kindergarten" there is veritable school
consisting of the four primary grades, which
are required to BIZ taught the same branches
as those taught in schools Of corresponding
grades elsewhere in the city. Ii the method
Of instruction differs from that of other
schools, the aims are the same, and it is be-
lieved that the results obtained from the
work will bear out the assertion that the s6-
vance 10 these classes has besn more raid
uuder the objective method than under that
OF schools of the cll system. With the OBJ
iect in view Of Obtaining some information
Ia regard to this school for the benefit of the
general public, RECORD UNION represents a.
tive called upon
MRS NJ f pUNFORD
The Principal of the school, to obtain state.
ment concerning the system, with the follow
iDg result:
Qaestiou-What ara the methods Of IN
stcuctiop, ard the reason for using then, in
the school of which you ere Principal?
Answer-Our method Of primary instruc.
ton has always been objective. Object teach
ing is founded on the fact that We learn BY
observation Primary education begins with
exercising the perception, hence the per.
ceptive faculties must be cultivated. This
culture consists in giving occasions and in
celtiyes for the development of tie percep.
ton, then again in fixing these perceptions in
the mind by descriptive language. The most
natural and healthful stimulus ia the acouisi
ton of knowledge By child is the union of
pleasure with instruction. Curiosity and a
love for the beautiful aud marvellous are also
inherent principles which are manifested ia
early childhood. Then again the child de.
lights in occupation and success of the efforts
which sfFord him pleasure Even in the first
efforts with the slate and pencil ne derives
pleasure and Information from the marks
which the pencil leaves on the smooth sarfs ca
of the slste, and the pictures which he draws
have apparently a reality, aud he feels de-
light In sketch;EE whatever bis fancy die.
tatss, In the beginning OF his school life
he should be led more systematically in re.
producing Ills iIeas. His Efforts to initiate
are no futile sources Of enjoyment to him.
We find in our school that he looks fcrTard
with eagerness and Joy to the return # IN op-
pOctUaity To use his slate aud pencil. Hence
we try 10 make sill his instruction pleasure
Bile, either by the mods Of presenting or i,
the subjact-natter selected. All faculties or
powers Of the mind ara developed and
strengthened by propar exercise. BY over
taskiag or ovegsrraising, these faculties may
be enfeebled. The principal object Of pri.
mary education is not in giving exhaustive
information, but rather ia the development of
the faculties. The methods of
THE OBJECTIVE SCHOOL
Plsce much reliance on self.ac:ivity, and
this is y necessary requirements for de-
velopmenU. Tie child naturally delights
in activity, but this activity must
be judiciously directed towards form.
ing correct habits OF thought and OBJ
servation, and in giving expression 20 correct
ideas and purposes. This innate desire for
activity iGcreases with the growing powers.
Lszlness and iud0lence are frequently the re-
suit Of a false education. Nature has Der
laws relating to the mind as well as TO the
body, and these should not be lost sight of.
Perfect physical development requires GER
tain amount of food and exercise, and in 8
like manner nsntal growth requires suitable
msterisl fer food as well as exercise. Hence
instruction must be such IS to induce the de-
velvpneuE Of the powers If the mind in their
natural order. Education, SIS has been said.
cannot create; it can only watch, direct and
aid the mind 10 becoming the recipient of the
highest possible good through lie. TO luok
st offsets either 4 nature cr art, their color
and various properties being stated. Is not 81
paia u! strain IS memorizing a description,
and doss, moreover, more toward The awaken
ing OF the GIind.
Q-How are the oIjects brcu 5ht to the
! ch.ld's attention?
A-Some objzc.- are given to the child fo.
his inspection, Tnese he takes examines
| sees for himself. snd is permitted 20 spe,B
| spontaneously concerning them. His atsen.
ton Is confined 10 one object until all that i:
| obvious to him has been described; then. by
| asking questions, much is drawn cut which,
we're be unsided, would escape his atteuti IL.
| Il is often found necessary TO suggest wcrEs
to enabie him to tell what he sees Iu shi:
way ne not only learns the correct use of the
| word or words given but also to give expires
sion to ideas which, if not exp essed, wcuid
! be lost l. is the action upon the mind o!
| resi-, tangible things, together with wore
| perceptions, which cultivate. La kindergarten
| culture It's games aud occupations frequently
! furnish material for Conversations, which il
school we tenn object lessons. They are alsc
easy intellectual exercises, for they require M
previous thought. The occupations which
have been Introduced into our schoo
are such as have direct bearinl
child's abstrsctions of form, size, numte-
relative position, etc, also exert an irflsnc.
! upon the esthetic side If his nature. BssiI;
objects which can be handled ny the child
| his attention is directed to objects in tht
schoolroom, or things that can be seen through
the Windows.
! Q.-How are the various branches taught
/ for instance arithmetic
| 4 THE f -st ideas of numbers ara gaioe.
| by the use Of bloGks. sticks, etc. Some
times l take handful of beans, snal
stones or other similar articles to the scho i.
room. These are also used in teaching the
! fundamental rules of arithmetic. Addition
/ aud subtraction are very EASILY aud quickly
| learned. Il Is always in this WY that a
| Child learns tbs first principles of arithmetic
I L LUmbsrs are used on slate or black board.
/ be win invariably count his fingers TO make
an addition or subtraction. | was also fur.
! nisned with a numerical frame, which is more
convenient. OF course the child is Taught to
/ form the figures at the same time. BY this
me .hod it becomes
A PLEASURE TO LEARN,
! Rather than q task. Everything possible Is
/ done 70 keep his attention directed 20 the
subject which is being taught. There a. e
also ruled desks and States from which skill
! in estimating dimensions Of different objects
| is acquired. These also assist greatly in the
| first instructions In drawing. Ideas Of form
are obtained from blocks, rings, tablets, etc.
| have asked the Board OF Education to sup
ply set of measures-pint, peck, gallon,
etc.-but they have not been received as yet.
. How about geography?
A.-Obj5cbs cannot be used to such an ex.
tent in this study, but the points Of the com.
pass are taught by the position OF surround
ing objscts-buildings streets, etc. The
child learns in which direction from the
school he resides. Then large maps are in.
troduced, while the artificial globe is ever a
source of instruction.
Q.-And spelling?
Am object or the picture Of an object
is presented to view, after which the word is
introduced, then the spelling. This CON-
bines the definition with the orthography OF
the word. At the same time the writing Of
the word is taught. Then, as soon as posi-
BILE, reading is introduced. Words sre FIRST