Washington standard. [volume] (Olympia, Wash. Territory) 1860-1921, 1885-10-02
Educational.

Education is leading out or
developing of the powers whose
germs the child possesses at birth. "
This implies more ihpn stor n the
mind with facts. Acquiring kuowl
edge Is an Important part OF school
work; but 1t is hot ali, nor Is it the
most important. All studies can he
so pursued as to aid in the develop
meut of mental power if the stu.
dent is guided by wisdom and dis
cretion on the part of his educator;
but with a child CT person who Is
educated the result will depend
Chiefly on the pn'ting forth OF his
own energies. Hewitt SAYS there
ale DULY four things possible for u
teacher to do in this process, viz.
/" He may arouse, incite and encour-
age his pupil. He may set before
him the night kind and amount of
work to do. He may guide him to
do the work III the right way. He
may make the circumstances favor
able by saving him from the annoy
ance of others" 1t has been stated
that every child (sane and sound)
has the gem of every power that is
common to mau; but these germs
do not all develop at the same time,
as every one familiar with child life
must know. A; first the percep.ive
faculties seem to be active almost
alone, So far as the intellect is con-
cerned.
As intelligent teach, rs, we admit
that education should commence
with the cultivation of the senses,
yet few of us cary out the ideas in
daily practice. 1t is the natural
process by which tie mind becomes
stored with individual facts, and
gains general knowledge of things,
their conditions and qualities. This
method is conducted with marked
success until children are trans
planted, too often before five years
of age, from natures school TO the
artificial one desi gned for primary in
stiuctlon, where as is often the case,
children who had previously been al
lowed to exercise every sense, who
had grown strong by healhful action
OF the muscles, who had grown rich
daily in ideas gained i'll manner
natural and delightful, were through
kind motives, but misguided judy
ment taken from these pleasant
paths and confined within the walls
of desolate school-room where
every law of their childish being was
violated-and for what? As rule.
IN our unsraded schools, to learn
during the first year few cords
from a primer which might have
been taught at home by less than
half an hours daily instruction, re-
llevinS the teacher, giving her more
time to devote to the general welfare
Of the other pupils. While our
school system is far from being per
feet, it is largely the fault of parents;
when they fail to enforce obedience
ut home, aud neglect to lay the pro-
per ply steal. mental and moral foun-
dntion absolutely necessary for good
results in school, with fer
pet lambs entrusted to them by the
good Shepherd, what can they ex
pect bnt that their neglected ones
will rank among the " black Sheep"
III the large flock under tho supervi
sion of one frail teacher, with no ties
of consanguinity to inspire as an in.
centlve to duty. Sucn guardians
are likely to be first and loudest in
denunciations with regard to school
But in turning our
from this gloomy picture,
let us look for brighter side CT the
scene. Those interested in primary
instruction feel the necessity of keep
ing to natural principles, of taking
the child where nature has left him
carrying him on. step by step, by
the same simple process. If we
school, or II home, con.
Quoted upon these principles, it will
appear that physical culture for the
healthy growth and relaxation of the
body; exercises OF observation, con
cep,ion, Imagination and memory
for the mind and moral and religious
mainly by example, for the
heart, are the principal engagements
Of the school. 1t will be the first
and constant dnty to attend to the
regulation of physical influences, as
n disregard of the laws of health
will in the end affect the health of
the child,en. preventing them in the
meantime FROM deriving as much
benefit from the work in which thew
are engaged. AS a matter of par
ticular Importance, ventilation, tenn
perature, light, shortness and variety
of lessons, physical relaxation with
recreation will DO attended to.
None of the physical wants will be
as the intimate relation ex-
isting between the body and mind
is understood. The teacher will not
display an entire ignorance of the
tastes and capabilities of the infant
mind and cvertask the juvenile mind
with the dull, dry detail of technical
learning, in the place of communi-
eating to them that kind of knowl-
edge which is best calculated to fos-
ter the development of their percep-
tive and observing faculties. The
range of this department of instruc-
ton is exceedingly comprehensive.
It deals with all objects which can
interest the child or exercise his
mind. Without taking means to
cultivate observation, language and
taste, little satisfactory progress can
be made in their future education.
In graded schools, much of the in
can be given orally and
collectively. The sympathy of ASSOC
citation gives cheerful tone to the
minds of children. There is nothing
like the living voice, looks and &C
tons of the live teacher for intensi-
flying tho attention and awakening