Weekly graphic. [volume] (Kirksville, Adair Co., Missouri) 1880-1949, 1882-10-27
THE NEW METHODS"

We clip fine following from an ex-
change, and though not belonging,
strictly to the "Home Circle" yet we
publish with the hope that some teach
I'll who reads the GRAPHIC" may be
influenced by it to a more just and "a
iional comprehension Of the needs o!
those under his care. The Quincy
Methods" ofteachipg have attained a
worldwide reputation, and when they
are universally adopted, then, and not
till then, will our public schools be
what they ought to be- ED.
Col. F. w. Parker, OF Boston, and
formerly of Quincy, Mass. says: I'm
the first place, you want to grasp your
little pupil warmly by the hand, to let
him know that you love him. Then
lead him into the school-room, not to a
prison-like apartment with, high, bare
walls, but nice, warm room with tinted
wallpaper, plants in the windows, to
give it an air of cheerfulness. and a
desk Tor our little pupil to give him in
dividuality. Added to this you must
have the elements necessary 10 make
good teacher. No amount Of adorn-
ment will take the place of that. Now
that We have the little fellow IN pleas
ant surroundings, what shall we do
with him 3 We do not say, get down.
in that seat or I'll whip you,' but we
kindly conduct him to his desk and i'm
ress him with the necessity of order.
Not graveyard order, for that is horri-
lie; but degree of quietness con-
s:stent with the progressive study-hall.
Let the little man talk to his neighbor
if he wants and the knowledge of this
privilege will prevent him from abusing
1t. The next thing to be done is to set
his faculties to work preparatory to de-
veloping them mentally and morally.
To do this as effectually we take them
along step by step in natures own
course. l advocate a grand simple ty
in teaching. According to the present
method of instruction in the public
schools of Philadelphia, child is told
to spell hat. and having done that, is
shown the article. would first draw
a ha: on the blackboard, and then tell
the child to bring it to me. The idea
Is grasped at once. 1t is detrimental
to progress to teach the child the word
SO that it must be mentally analysed,
before the youthful mind can under
stand it. According to my method the
boy learns to write the word when he
sees the article, by identifying the
name of the article with the article
itself. l am the deadly enemy of emp
~ words; yet millions of dollars are
annually expended in the teaching of
Empty words, Another point in this
connection; never teach child to i'm
itate your voice or expression in read
ing. Let him develop himself in order
that his efforts may have some individ-
uality. group my scholars. ten to-
gether. according to their mental cali
Der, and use the blackboard till they can
read without difficulty. Having pro-
crossed thus far, change is made
from script to print. When they have
learned to read l give them plenty Of
reading matter, say six or eight differ
ent first readers, so that the result of
their studies will be entirely devoid Of
that mechanism that characterizes the
studies of the public school child. l
would not have them read over and
over the same book, and would teach
spelling along with reading. l would
each HIM to talk with the pencil from
the start. 1t is grossly wrong to teach
children to spell from monotonous COL
umns Of words. i'll do nothing more
while in Philadelphia than to Danish
.ae spelling book from the public school
! will have done great work. If
had my way, all of the spelling books
Ia existence would be heaped together
n one pile and burned. l assure you
that if this were done they would shed
more light in this dark world than they
ever Cid in the school-room. Never
let a child guess at word. Every
wrong form you get into child's head
stays there. Realteaching is by object
and If this method is observed. the
child learns the words with ease, and
,an be taught to talk as eloquently
and as beautifully with the pencil as
With the tongue. The effect must be
n the mind of the child. or the teacher
must present it, otherwise there can be
IN mental action. All teaching should
,e tested by Its quality, not quantity.
The greatest hindrance to mental pro-
,ress is the demanding from pupils a
,ertain amount of work in a certain
,enod of time. Command the tree to
row so much within six months or you
sill cut it down. If you can do that .
'ou have the power 20 command the {
outhful mind to learn one hundred {
nd forty pages by heart in SIX months. S
my one can teach a bright child; it !
5 the dull boy that tests the real quail S
" ola teacher.-Northern Indiana I
Sdhool Journal. l.: