Springfield globe-republic. (Springfield, Ohio) 1884-1887, 1885-05-20
EDUCATIONAL.
Abstract of AN Address by II. s. Tarbell,
Supt. Pub. schools of Providence, X. !.

We often hear il stated that the old
fashioned, ungradcd district schools
made better men and women, more
thorough scholars in the few branches
studied than do our graded schools of
today; and sigh is heaved for the
good old times when the schools made
men. 1t would be unfortunate, indeed.
If our modern schools should be worse
than those of our fathers, for the mod
ern graded school is no schoolmaster's
invention, to be displaced by some new
Cor old) scheme of instruction, but is a
growth that has had for its informing
soul the spirit of the age, both social
and industrial. We shall no more 60
back to the ungradcd school that our
collective industries will disintegrate
to the master workman with his ap-
prentice of former days.
But there is enough of truth in this
complaint to serve rs warning. In
a certain sense our schools are now too
good. AS our teachers grow year by
year more skillful, and therefore more
helpful, our pupils with therefore Of
almost equal force, grow more inde-
pendent. Our progress rs teachers is
mainly in skill in recitation hearing, in
making each step plain, logical, and
easy for the pupil. Teaching is not
telling;" teaching is furnishing tho
opportunity for tho pupils mental &C.
ton, inspiring him to that action,
guiding him in it. The prevalence Of
u taste for light literature is largely
owing to the indisposition of our pupils
for sober, hard thinking.
We most thoroughly "make our
selves useless" when we have furnished
inspiration and guidance to the study
hour 1t is the study hour, not the re-
citation, that develops the will and
strengthens the Saxon spirit of selfhelp.
We usually require pupils to study too
early. No primary pupil can study"
in the usual acceptation Of that term.
The child's first efforts at study arc
short and spasmodic. His power Of
automatic attention is strong; volition-
al, weak.
AS the gateway to tho mind is
through the senses, so its sallyport is
through the muscles. Its first action
is made definite and continuous only
by becoming the impulson to muscular
activity. Hence the study Of pupils
uutli btNohCS Cs-
tablishcd habit, should be something
to be done with their hands.
The two prevalent errors OF teachers
in this matter are, first, neglect; devot-
ing all thought to the conduct OF the
recitation, and little or none to the
studying hour. Second, permitting
pupils to study words, not thoughts.
To direct rightly the study hour, the
teacher must understand tho law OF the
learning process: (D Mind is active,
originative. Sir. VIM. Hamilton says:
10 read passvely, to learn, is in reSli-
ty. not to learn at ALL" (b) The new
must be put into proper relationship
with the old. (c) Studying is first
analysis, then synthesis; seeks similsri-
ties, differences, and deductions.
The pupil studying should work with
all his power, not with the surface of
his mind; should purposely concentrate
his powers and yet be without self-con-
seriousness. He must not think he IL
thinking, He should seek logical asso-
citation, not accidental or verbal ones.
lie should form the habit Of stopping