The Republican journal., 1892-03-24

following editorial review: 1t is strong,
sensible presentation of truths in refer
ence to the methods of classical instruc-
ton so long in vogue, that have been
growing more and more patent to educated
and thinking men. The result has been
to largely diminish the old time prestige
of Greek and Latin in the curriculum
of liberal education. Professor Parsons
states the difference between the old and
new methods concisely and admirably
when he says that under the old dispen-
sation the student was made for the gram
mar, while under the new the reverse is
the case. The attention Of the student is
directed to the language and he is brought
at once to sympathetic appreciation of its
beauties. The grammar he uses as a
book of reference. Its study is not made
the aim and almost the end of his class
ical study.
There is a good deal of force in Prof.
Parsons query, ''Did you ever stop to
think how absurd thing it is that a bright
boy should study Latin for five OF six years
and be unable at the end of that time to
translate an ordinary Latin sentence from
a passage he has not seen without frequent
reference to a dictiona1y?'
Sure enough it is an absurd thing, and
the reason of it is because the boy has been
burdened and bewildered by perfect
wilderness of side issues, that tend to pre-
vent mastery of the language. The old
system has been one of examining; an at
tempt to transform the students mind in
to an encyclopedia Of classical facts, in
Guiding the personal history and achieve
ments of all the characters of mythology.
This has been grave error, an educational
fall icy who's, bad results are now coming to
be more and more clearly comprehended.
G. l. Aldrich, superintendent of schools
at Newton, Mass, discussed methods in
arithmetic: Mr.. Aldrich spoke of the
care that should be taken in adopting new
ideas, relating story of the boy who said,
eff you pour new ideas into old men twill
bust em.'' He thought arithmetic was
given too much time in the schools; too
much attention was given drilling scholars
over long and impossible examples in long
division when the pupil had better be
studying the principles of percentage and
business calculations. The teacher should
have clear conception of the results to
be brought about in directing the atten-
ton of a scholar in the different lines; not
give out lessons in subtraction because it
is the next in the book to addition and
hear the scholars recite like SO many ma
chimes. One of the objects of the study is
the certain knowledge required in subse-
quent life. There must be a knowledge of
numbers, operations and relations To Get
clear conception, the scholars must be
brought face to face with the things they
are to know. Arithmetic is also a valuable
means of training. Begin with the mechan-
ical work; as the scholar becomes familiar
with this, let the Thought work increase.
The characteristics of a good computer are
accuracy, rapidity and independence sym
bols. \ certain amount Of mechanical drill
should be required, but necessarily of the
right kind. The more one has of it. un-
less of the right kind, the worse off he is
The object of the study is to increase the
power of the pupil. To attain this object
four distinctive points should receive care
full study: reading, indicating solution of
problems, diagraming and forecasting an