The Seattle post-intelligencer. [volume] (Seattle, Wash. Terr. [Wash.]) 1888-1914, 1892-04-27

maps The subject belonged 70 natural history,
and TIE boundaries OF states and the capitals
had nothing to do with the natural history oil
geography. Boysspd girls were forced 10 learn
Q mass Of details soon TO be forgotten, and
good radiance when forgotten. SO much time
put on geography might better be devoted TO
something else.
Many OF the problems of arithmetic were done
more easily by algebra. To forca children
through the parts of arithmetic which might
thus be done was an uD tgstifabie waste oil time
and force. The waste OF child's force should
never be permitted. At the end OF school life q
child was bette-, happier and stronger IL his
force was saved. The aigebraic method had re-
placed former methods in the study of mathe-
mates AMI children should be given a chance
TO learn the way which was 30 much superior
TO that OF arithmetic.
Geomstry was commonly reserved for the
high school, and the insignificant majority OF
boys and girls who went there. By rights the
grammar schools should turn out nine-ienths of
the arithmetic and geography and put in algebra
and geometry which were at the base of 50 many
discoveries In sciercs.
Some schoolrasters wanted arithmetic to
train pupils in reasoning; bat no kind OF rea-
oning had less bearing on life than the exact
reasoning OF science The problems OF life were
not exact problems Of arithmetic. Ard If math-
ematicsl reasoning was desirable the child
should have the stronger reasoning CT algebra
and geometry. Cut the arithmetic down TO the
smallest size.
The study of language was the gate of all lit
erature, but the children OF grammar schools
had only one language. their mother tongue.
The time to begin the study of language was
early-not later than 10 years of age. Yet
grammar schools held children till IS years
and gave them not one foreign language. The
study OF a foreign tongue did not lessen, but
rather increased the power over mother
tongue and the enjoyment OF it,
In America the standard OF WORK for adults
was higher than in other countries, but the
standard OF work and attainment for American
children was lower. Bad air in scbooi-rooms
was what made children fail, not mental appli-
cation Change OF position, light gymnastics
and singing relieved children from the un-
natural quiet OF schcoi-rooms. More attention
should be paid TO bodily needs, and less would
be heard of oye.work ia schools.
The new subjects would give variety and
fresh interest. Children were not overworked
In school. but overbored. Bright children were
held back and made 10 repeat STUFF that had no
fresh intellectual interest Add interest TO
school life and fatigue would be diminished
Adults had no greater reward and stimulus
than that OF successful achievement. The same
was true OF children 60 children should be
given the tasks which they could do. Some be-
lieved in an education By which child was
forced to the tasks hardest for him. If he was
color blind, he should &c set to learn painting;
or II he had no ear for music he should be
laugh. singing; if he had no talent for mathe-
mates he should be given nothing else TO
study. This theory President Eliot vigorously
combarted.
EPermanentinotives, he said, should be relied
upon in teaching The motive OF fear soon
vanished. The pleasure OF achievement was
permanent, and the love Of APPRECIATION another
motive which lasted through life. These should
be the motives sc. before pupils in school.
President Eliot believed that the elective sys-
ten should penetrate profoundly the high
school aud the grammar school, There should
be studies the choice of which should be vol
untary. The voluntary principle In education
should be applied to all grades. School should
be pleasure and a delight, not terror and a
bore.
At the close of the lecture q number in the au.
dienes took an opportunity to meet the distiD-
guished speaker