The Wilmingtonian., 1884-12-13

, book in recitation. But an approximation
to this end might be gained and the oppor
tunity afforded by a shorter task in exam.
pies and the margin of time applied TO a
more thorough investigation of them. The
thorough digestion and acquisition of sin.
gle principle by the class is great victory
gained and body feels that and appreciates
it more than the worthy teacher. How
many of our teachers are sure of The fact
that their pupils leave recitation day after
day with only the smattering of the princi-
pies, just sufficient to allow them at the
time TO give correct solution of problem
roughly in its diversified bearings. The vice
Of this process lies in the fact that time is
not allowed for the cultivation Of the line of
thought engendercd in these germs Of argn.
ment for, a new set of examples, though
possibly having general structural affinity
to the last, come up next day with the re-
suit that the arduous, efficient labors of the
teacher arc not allowed due opportunity to
generate or evolve and that at the very crit
ical moment of all when the worthiest appli-
cation is expected to bear fruit.
II is considered injudicious to allot an
amount of study to pupil which cannot be
fully digested and the results assimilated.
Half study or superficial study is to be con-
demned. Let us take the studies in the
different branches and ask, leaving aside
all but arithemetic and grammar, whether
five hours are too much for faithful and
worthy consideration and genuine study of
the important principles contained in them
as they are daily allotted to the class from
the teachers desk.
1t is claimed in these columns that they
are not! That is to say the daily lessons
in grammar and arithmetic demand alone
all the time devoted to the whole curriculum
were those two al oted studies fully digest
ed and assimilated.
\ very usual sight in the normal schools
of this country is that of the entrance class,
those wishing to qualify themselves as
teaches studying for whole year the
principles of the primary branches, especially
of the two branches referred to. The main
reason for this is not that they wish to know
better how to teach them but that they
themselves have been adjudged insufficient
or lacking thorough acquaintance with these
principles. And the average normal school
professor VII: make strange revelations as
to the ability tho majority, of these would. be
teachers exhibit of their understanding of
the application of these first principles. And
yet the main source of supply to these en-
trance classes are our public school gradu-
ates who can slash off at sight difficult
example in Cube Root but hesitate at an
intelligent exposition of the mysteries of
Least Common Multiple.
Dir, Helmholtz, the president (if the mis-
take be not made) of Berlin University, paid
visit sume time ago, to the English Uni
versi les of Oxford and Cambridge. Among
his friends, on his return, the question of
relative standing of the graduate of Berlin
and the English Universities arose. The
president said that the graduate of Berlin
knew more, had a more profound technical
acquaintance upon subjects, but that the
English graduate through very much of his
time was wasted in physical exercise was no.
table for the ability of expressing himself
clearly and succinctly upon any subject that
happened to arise. The ability, said the
president, arose from peculiar training
which argued a recognition by the professors
of those colleges of the need of thoroughness
in whatever was attained rather than any
extensive scholarly requirements.
1t is believed that were half the tina now
applied to the recitation of advance lessons
given over and entirely devoted TO school
gymnasium where mental digestion were the
order of the day, equal general adj
vance would be reported in school studies at
the end of the year, and the great advantage
of thoroughness would be gained. Also
the additional evil, that of increased men
tai effort by mind that is lilly prepared for
the new studies In fresh fields of investiga-
tion on account Of the graded course of
problems not being previously thoroughly
digested would be in d great degree avoided.
Festina lente is motto as suitable for
schools as anywhere else and would now
here reap better results.