Alexandria gazette. [volume] (Alexandria, D.C.) 1834-1974, 1888-07-10
Educational.
ALEXANDRIA. Va, /, July l!

L
At the Teachers Normal school, which
will be opened in Alexandria this week,
the instructors will have serious problems
to deal with, and those who are not from
this State should remember that the cond-
tions which they find here are not the same
as in other States.
In the first place the attendance en- the
part of the pupils-affected by the irregu-
larity of the climate in winter and the long
distances from the school house-iS perhaps
more irregular, and the school term much
shorter. On that account ito teach little
but to teach that well,n should be primary
principle of instruction.
Then again, we have 10 professional
CORPS of fteachers in this State. The young
men who understand school teaching are
only actuated by the selfish motive of max.
ing a little money with the view of going
into some other business or profession. The
young lady teachers enter the school room
in the same spirit. They can make little
money, dress little better, but to become
teachers never enters their heads.
Ofthe great mass of our teachers there
are few indeed who take pride in their
profession, or have any settled intention Of
making it the work of life time and to i'm
prove themselves and become intelligent
factors in our educational system.
This lack Of professional enthusiasm is
attributed to the smallness Of the compen-
sation received, but how can salaries be
raised in view Of the financial condition of
the State treasury and the constant cry for
more schools.
The status of our educational system is in
deed very low, and it will tax the ingenuity
of our educators to the utmost how to make
the most. Of our resources.
This can be done by sdhering most rigid
ly to the common school branches en1 FOL.
lowing the simplest form of instruction, do.
ing away with ali pet theories, hobbies,
ologies and isms.
Pestaozyi's motto, "Non multa, sed mul-
!um," or Goethe's wise saying, "In der
Beschrankung zeigt sich der Mester," gives
the key note to oil instruction.
1t has been said that many of our teachers
show no disposition to inform themselves as
to the best methods of teaching, but even
those who have such q desire are met 81 The
Threshold by a countless number Of works,
ali claiming to embody the true methods,
while most of them are written by cranks
who have some hobby of their own to put
forth, and are, therefore, worse than worth
less.
Such being the case, would it not be we'll
to look about for some country where the
plan Of instruction has brought forth the
best results and to follow that plan. refer
to Germany.
While it must wound the national pride
of Americans to be compelled to import
knowledge from Europe, it is recognized
fsct-and Americans who have gone to Ger
many to study its methods have recognized
it-thst, while the manner Of governing and
conducting the public schools on the Ger
man plan would be impractieable in this
country, the system Of instruction could be
followed with great benefit to our schools.
The great success of the German schools
is principally due to the elimination of the
dangerous text book, the foe of all mental
progress. American teachers use far too
many text books and let them do the teach
ing. If pupil can answer any question III
it be receives his 100 points. so that any oGe
with fair memory, but little understand
ing, can get the highest mark On ny Wis.
its to various schools have discovered that
the principal occupation of the teacher con-
sists in hearing the recitipg of lessons aud
giving new lessons The few explanations
given were of the glumpiest.
On one occasion teacher asked what an
adjective was. All of the pupils asked
gave the correct answer according to
the book: IAN adjective is q word
which modifes noun" But when asked
what the word modify" meant it threw the
whole school into confusion. What does
this prove? IJ shows that the teacher took
for granted that q pupil understood the
VV
according to the book.
The habit Of irritating the minds ofpupils
with arithmetical puzzle question is des-
picable piece of trickery and should be dis.
countenanced by every true teacher. Our
arithmetics are full of them, while practical
problems relating to every day life are not
considered worth solving. Mental arithme-
tic, the true educator of the reasoning facul-
ties. is sadly neglected, because it takes up
too much of the teachers time, but
pupils arc allowed to work over some difficult
problem for hours, until, by hook or crook, they
find an answer corresponding with that given IN
the book This is all impractical, but it is great
relief to the teacher, who thereby escapes the
trouble of making explanations-in short, the
pupils have so many books to study that the
teacher has not the time to teach them.
In geography the amount of work required OF
child is enormous. The custom of following those
humbugs. the pictorial biographies, which MAKE
child in Maine or California learn every little
gulf, or city, or mountain in Texas or Florida Is
totally devoid Of good results.
In fact, there is no head to our whole system OF
instruction, and to show what unity of purpose,
regularity Of methods and concentrated action csn
accomplish, I need only point to Germany, where
child from the most northern limits cen leave
his school on Monday and enter the following day
the same class in southern Germany, with the
same text books and perhaps not page out OF the
way. We are also compelled, on account OF the
great sterilty of resources, to appoint thousands
Of unframed teachers for our schools. These are