Evening capital journal. (Salem, Or.) 1888-1893, 1890-09-08

J. c. in Astoria Columbia: This
! question has been answered a
hundred times by the journals OF ed.
ucatiDn. Ii is term that prUvOkcs
inquiry still. The new education is
the structure built mainly uu the
foundations laid by PestalUzzi and
Frobel. 1t cannot be defined in "a
.ew words, for it embraces the results
ofthe best thought of modern educa-
tor /. G. the best learned men of this
modern age, who live in world Of
thought and are devoting their
attention to the results of the
methods of education.
The new education means new
methods, that teach what things are
III reality, by finding the natural
method, in which the exercise of the
learner guides self, to develop the
powers Of self. 1t recognizes the
Importance of doing in learning.
1t aims to find natures method,
which does not and must not repress
the child's natural activity. The
great minds of PestalOzzi aud FrObel
took up the theme OF education.
they investigated mans develop
ment, they observed children and
thus they were enabled to fix upon
the modes by which they could be
educated. The last ten years have
witnessed an enormous interest in
studying these methods, which, for
the sake of convenience are termed .
the new education.
The new education has not seen its |
fullest development. 1t is in its
early stages, but the emancipation
Of the school from its medieval in
heritance has been ACCOMPLISHED.
the revolution il still in progress,
and 1t will require quarter of a
century more to accomplish it. A
of this kind makes slow
progress. a great many men must
lie first, for this is the only means
IF getting them out Of the way. A
greater obstacle is the non.exst eince
If men who understand the new
If a man should deter.
nine to open q school based on the
Methods of the new education, and
hould require ten teachers, he
would have serious difficulty In
hiding them. The old school master
'elongs to the past, the old dIspen-
alton. About four-fifths of the
eachers Of to-day are Of the old
The schools have in
erited the methods handed down
rom the medieval times, founded &
n caprice, and this II the old educa- q
ion. Professor Huxley said "The 1
-aching of common information is u
cry far from common" Sir Henry v
soscoe recently remarked that "The q
ne faculty Of all others that il mos
seful in this sublunary world of ,
urs is-Orderly common SENSE"
Iere we have two very important =,
iings-Orderly common sense aud :,
,mmon information. The middle +
ses busted themselves about un- :
,mmen Things, with uncommon
nse. meaningless terms, puzzles
nd technics. The result was, that .
iere was nothing IN COMMON -
tween them and the ordinary :"
sople Of their day. The new ed y !,
,ation turns the car quite around, :"
nd now brings the highest quality ~
mind TO bear upon the most com "
on things. "
Oscor Browning pleads for rat VI
nal education, end means Just
hat Professor Huxley aud Sir n
enry Roscoe demand-scientific U
mmon sense. Bring the pupils "
ind In contact with realities. u
anish meaningless vocables, puzzles n
C. We must know what has made p
is age what II IL, aud bring these n
iDgs into our schools. This In
hat the kindergarien is don W th o.
o little ones TO start them on the b.