The morning call., 1892-04-15
METHODS OF TEACHING.
AN Address by Mrs. McRoberis Befor
the kindergartners.

the hindergartneEs.
Mrs Mary F. McRoberts. from London,
England. gave an address before large
number OF kindergarten teachers yesterday
afternoon at the Felix Adler free kindergar-
ten, Second and Folsom streets.
The lady prefaced her remarks by an al
lusion TO a recent lecture by Professor Joy-
dan. in which he said that Agassiz did more
for the cause of education than any other
man in America. He conducted his work
on strictly scientific lines. All science is
simple-it is the ways of nature. Some of
the ablest men of the day were the students
Of Agassiz His first principle was TO dis
cover if his students could observe. This
point is the first and the most important
one to be gained-the power of observation
and the great naturalist always kept it in
view.
Continuing, Mrs. MeRoberts said: "There
have been many changes IN methods of edu-
cation since the kindergarten was estab-
tablished, Education is of more Importance
than instruction. There are as many meth
DDS as there are minds to practice them.
The great teachers are methods In them
selves. Children cannot be properly trained
by rule Of the tongue nor by any method
save observation of the true, the good and
The beautiful. The Latin work 'scentia'
means simply knowledge. Mind teaching
is Of recent date and psychology is only in
us infancy. II Is the tcdcEeI QuNf 10 Qlo-
cover the mind traits of her pupils. Ros-
seau said: Let US return to nature and
study her ways
"Of women as typical teachers hstoryiis
almost silent. They have done the greatest
service in the field of education; witness
Maria EdgewOrth as an example. The
Germans and the Scotch have distinguished
themselves in the cause Of education; the
latter have made for themselves a name.
Women usurp the profession of teaching
= iNo oll and nil XNa
endeaYoring to raise infant education TO the
highest plane possible. This point is first
second and third The kindergarten Is the
Keystone to the whole structure Of educa-
ton. which must begin with the infant:
Science is the exact knowledge Of life in all
its relationships. The disciples of Froebel
failed because they had no scientific train
ing Sciepce is tie salvation of the race
No method Of training is Of use unless based
on science.
We owe Froebei great debt of graft
tude, which can never be paid until we
educate ourselves 10 this scientific knOWl-
edge. The present manner of teaching is
defective in that it is too mechanical. The
word kindergarten does not suggest what il
ought. The French term is maternal
schools which | like much better. The
English system is not so effective as the
American. The entire method of education
Is an organic whole. We want The spirit of
science, not that OF Froebel or any other in
diYidual, but the everlasting spirit of truth
"a method which will be plastic and
elastic. The man Of science stands in the
breach between the various kinds of teachers
and extends hand to each of them. We
need trained. literally educated teachers in
every branch.
''San Francisco seems to be laid out for the
express purpose of teaching geography. IL
has hills, inlets, bay, peninsula, straits,
etc. and there should be no trouble in
teaching that branch Of study. Not only
saying, but doing is absolutely necessary
in most walks Of life; so it is with the
teacher. who follows the noblest OF profess
sions. Let US all learn to look for the
truth and recognize ii at all times and In all
places. Study the children carefully, note
their peculiar faculties and adaptabilities,
SO that education may become cause more
worthy of active work-one of doing and
less of so-calied method"
Mrs McRoberts closed her able address,
of which a mere outline is given. with an
extract from paper by Professor Aver oil
the University of California, on Religious
Notions" The lady's remarks were
listened 10 with the closest Interest by heI
hearers, and she received the most hearty
APPLAUSE