The Manitowoc pilot. [volume] (Manitowoc, Wis.) 1859-1932, 1891-06-25

upon II.
One of the charges preferred against
our present system of education Is that
habits of study are not formed. that
the power TO make use of the experience
of others through reading is not exercised
to any extent. This is only too true
However thorough instruction may be
in giving command of the common I'M
plements of learning we are still far from
realizing the ideal in education if the de
sire for further culture is not implanted
in the finished product of our schools
But how can this be otherwise with The
present forces of education at our com
mand? Though we may make the APP
prentice teacher scape-goat for many q
the shortcomings In teaching, there are
other conditions over which he has nc
control and for which he can not be held
responsible which deteriorate the value Of
the instruction. In teaching no one IL
especi ally interested in keeping abreast
of the times in regard to textbooks, ex
cept the teacher and his recommendations
are too often neglected. Thus 1t happens
that although marked changes for the
better are noticeablein modern textbooks
many districts are not benefited because
of the tradition that one book is as good
as another.
There are some districts so pronounced
in retaining the series of books III use
that no change has been made In years
Readers as old as the hills are In use with
no prospects of change and yet poor as
they are, in many cases they are the only
books through which habit for readin
can be formed. The pupil is expected to
read day after day matter which docs not
interest him or with which he is familiar
it the teacher methodically makes him
swallow the unpalatable food and If Ii =
stead of intoxicating habit for reading,
we teach the child to hate reading the
teacher is not wholly to blame.
1t is only during the past ten or fifteen
years that writer's for the young are APP
pearing who have made child nature a
study and who know how to write for
children without becoming childish. Ii is
poor economy to handicap the instructor
with inferior textbooks, particularly In
reading and history, the two branches
that have most to do with developing the
power and taste for unlocking the stores
of wisdom contained in books. History
is prominently the branch in which chill
dren can be interested; still it is the
largely attributable to the poor text
books in use. There is a history used
quite extensively that no one, not a
teacher, would read through except on
pain of death. Such books are positive
injury since they not only render futile
any attempt at creating an interest In the
study but often make the study repulsive.
Readable books must possess these two
qualities: first, their language must be
such as to appeal directly to the readers
understanding, and second they must be
interesting. The market affords many
such books so that there is no excuse for
the continued use of books whose dryness
reminds one of the ancient chronicles.
When a change of textbooks has been
decided upon it is advisable for the dis
trict board not only to consult the teacher
but others who are in better position to
give advice. The services of the super
intendent are also always at the command
of district boards in matters pertaining
to the elevation of the district school,
All good teaching should adapt itself
both as to matter and method to the con-
seriousness Of the pupil. His requirements
upon entering school are by no means in
significant though often disregarded 1t
is during the early period of his life that
sensc-perception is at It's highest. He is
constantly exercising his powers of OBJ
servatlon by examining into the nature
of things. His surroundings, toys, pic
lures, plants and animals furnish album
dant material upon which to exercise his
perceptive faculty. Through seeing and
handling objects he builds up from the
world without a world within. This
though vast in extent is unsys-
tematlzed and of Il transitory character.
To render ineligible these early acGuisi-
t.ons,and to put them into permanent form
come within the province of elementary
instruction. In fact the earliest instruc-
ton that the school gives should be limit
ed TO things that readily appeal to the
pupils understanding, while reading and
arithmetic should be postponed to a Ia
ter time. But for the present this ideal
can hardly lie realized: still something
should be done to meet the natural cray
ings and lncllnatIons of child nature
The object lesson has not been introduce
ed to any great extent for two reasons.
In the first place it was claimed that
serious objections were urged against it
by the people, and second because teach
ers did not feel able to do intelligent work
IN elementary science because of lack of
training IN those departments of knowl-
edge. Inquiry has dlssipatcd the first
objection and an attempt will be made In
the institute this summer to partially re-
move the second. Even though great
deal cannot be accomplished in a weeks
institute yet by limiting the field some
thing may be done toward making be-
ginning IN this, thus far. neglected de- /
partment of instruction. Just what the |
character OF the work will be has not |
been determined, nor is tina, of great inn
portance since the method is of greater
value than the matter, the object of these |
lessons being the foundation of the habit (
Of critically examining things appealing |
to the senses. Thus the child will no |
longer be the recipient of the teachers
thoughts. he will be an investigator and /,
The knowledge gained will be real.
In close connection with the above IS !
another subject that will receive the at
-ention of the institute, namely kinser-
garten work. with special reference 10 the |
needs of country schools. The necessity /
Tor an effort IN this direction becomes ap- I
parent upon visiting Il number OF schools /
N which little p ovision lis made for keep /
ng pupils of the first form intellirenJIv |
busy. Not few have been quite success. /
mi HlnnU tins l1ra aIraaA,- In, -, 4.