Sacramento daily record-union. [volume] (Sacramento [Calif.]) 1875-1891, 1890-12-07
THE YOUNG IorA.
POINTERS FOR THOSE. WHO TEACH IT
HOW TO SHOOT.
Read by Miss Carrie Wooster at
the County Institute.

hedu Dy MISS carrie wooster at
the County Institute.
The object OF education is the fullest de-
velopment of all of the powers OF the body,
soul and mind-ihe sacred triune which
forms the fullness of the complete man.
In other words, its function is to prepare
us for the greatest possible capability in
thought and action. The only rational
mode Of judging of an educational course
is to determine in what degree il discharges
such functions.
TIE old course Of study limited by the
three Rs (reading, 'ritipg and 'rithmetic)
! is considered as representing the meager
education of a rude civilization. No
thought was given to the systematic de
velopment of the physical body, bat little
| to moral culture, while the theories con-
corning mental training we're few in the
days of our forefathers. Yet, from those
! old log schoolhouses have come the
men whose lives have been identi-
| fed with or nations history. Whence
came their strength of intelec? l doubt
not, from the power OF concentration OF
| thought, gained by keeping the mind riv-
| eted on the subject at hand-the very fact
Of their having three instead of ten or twelve
studies 10 consider at one time. And this
power rendered them capable Of vigorous
! and continued thought, enabled them to
| accomplish whatever they would after
ward.
| In the e days, when the clamor of the
new education is fer the development OF
| the whole boy" we should look for very
different results from those that appear. 1t
is claimed that our young men leave the
| public schools unable 10 use the Knowledge
they have gained in the active pursuits OF
| life, and our young women, uDprepared for
| the duties tina. await them.
The tendency of the new snd progressive
age seems to be 10 overcrowd the course,
/ not so much by the number of studies, per-
| haps, as By the number pursued at one
time, and the amount of each required.
In our own curriculum there are two
serious faults: First-Too short time is
| allowed TO complete the course. Second
And in consequence of the first too many
studies must be pursued at one time.
Educational adjustment requires that
schools and courses of study be adapted to
the age and development of pupils" With
| our short course, children beginning school
at the age of six years, if promoted every
year, finish the work at the age of L. |
| hold that the average mind is TOO imma.
| ture at the age Of II or II years to grasp
| the more abstract studies, and the result is
great encouragement to pupils and teachers.
True, only the exceptionally bright will
ba able TO accomplish the work laid down
in six years, the larger number being
obliged to review from one to three years
work; and these unfortunate ones are apt
to be considered billiards for falling to IN
derstand what they are too young to IN
derstsnd. How much better would it be
to have the work so arranged that the ma
! jority could accomplish each years portion
| satisfactorily, thus saving the disgrace OF
failure, and The oftimes lasting discourage
ment to these little ones Failures occur
under eight and nine-year courses. How
much more frequently should they be ex-
| pected with shorter onesi
A diploma OF graduation should indicate
| that the holder has successfully completed
| the work Of each grade. By months of
| examining pupils may be enabled to
answer seven or eight tenths of the quea-
| tons propounded at the fiual examination.
and yet they may have failed in laying the
| foundation of an education. For we must
acknowledge that the real value ofelemen-
! tary studies consists in the means thew
furnish of forming habits of thought which
/ will develop and broaden the mind for q
| wider range of the duties of life" Such
results can be accomplished only BY the
most careful aud systematic education
| which means 10 lead or draw out, that is,
10 enlarge and strengthen the mental fscul.
, ties-never, by the opposite process OF
f! crsmmiEg. Let ne emphasize, then, TIA.
| the greatest evils of the examining system
are the bunting of the mental powers, and
the cultivation of wrong hsbits Of study
| Pupils become accustomed to boiling
their intellectual food, and show little de
sire or willingness to continue q subject
until it is thoroughly digeste6. Indeed, the
more difficult of comprehension the lesson
the more eager do pupils seem to psss tc
something mere soluble, and then, per,
force, at the end of the term, in order tc
take the yearly examination, they must
be dosed with homeopathic pills, in the
form of questions and answers, covering
what is NEST likely to be asked.
Then, too, the larger number of these
young graduates in our country and vii
lage districts, no matter how they lack il
thoroughDess, have ended their schoo
days unless their parents are able to send
| them to higher institutions of learning
For they naturally feel disinclined to re-
studies upon which they have passed ex,
aminations.
But some one may say, Does not oul
course provide for such pupils by supple
menting an advanced grader" In tbs
printed manual il is nicely laid out
But there is not a school working
under this course in the county wher;
more than two teachers are employed
Nov, how can teacher with from
three to six classes to push through
reading, writing, spelling, arithmetic
grammar geography, physiology, history
bookkeeping, civil government, drawing
and music in SIX years, possibly do Justice
to snotber clasa, taking up the additional
studies-rhetofic, literature, algebra, phys
les and entomology, suppcsing that the in
tellects Of its members are sufficiently de
veloped to comprehend them? Bear il
mind that the studies multiply as the pupi
passes from grade to grade, and that no
one is dropped until he receives his di
ploma.
Another may suggest that instruction in
these twelve grammar grade branches
need not be given in one day, and that By
alternating history with geography, book.
keeping with civil government. readine
with physiology, and writing with drawing
not more than four or five fficult studies
need be considered the same day. | be-
lieve there is no practice so pernicious to
the forming of habits of concentrated
thoughtsas this self-same one of alternating
studies. The facts of the history lesson
may claim the child's attention to-day, and
his enthusiasm and patriotism be
aroused, but to-morrows geogra
ply lesson, though interesting and
well conducted, will break the thread Of
the story, and it will never possess The
same interest to him again. His thought
oscillates between this and that, that and
this, and facts become confused in his
brain. Teachers of instrumental music in.
sist that their pupils shall practice regu
larly every day, explaining that an sppli.
cation of an hour each day will enable
them to accomplish far more than an in.
termittent practice of several hours one dsy
and none the next. How much more
necessary in training pupils to use thai
most wonderful of all musical instru.
ments-the human voice, and in develop.
ing the proper use of their eyes and
hands in drawing and writing. as well as
in cGitiyating each of the intellectual
faculties, that the lessons be regular and
continuous.
The leading educators of the country
seem 10 agree that the elementary course
| should cover at least eight years, and all