The Helena independent. [volume] (Helena, Mont.) 1875-1943, 1894-01-06
EARLY EDUCATION.

EARLY EDUCATION.
At the meeting Of the National Edu-
cational association In Saratoga in 1892
a committee Ct ten eminent educators
was appointed 10 consider and prepare a
report on the entire scheme OF educa
tion in secondary schools. This report
has just been received by the United
States commissioner OF education at
Washington aud will soon be printed
The commissioner pronounces IL the
most important educational document
ever published in this country and a
summary of its principal features will
be Of especial interest to all parents and
instructors of the rising generation.
The committee divided it's work and
allotted special departments Of instruc-
ton to subcommittee. Passing over
for the present those portions Of the re-
port dealing with reforms in the study
Of ancient and modern languages we
notice the more important recommends
tions in other directions.
The conference on mathematics we're
unanimously OF the opinion "that a radi-
cal change in the teaching Of arith-
metic was necessary" They recon-
mend shat the course in arithmetic be
at once abridged and enriched; abridged
by emitting entirely those subjects
which perplex and exhaust the pupil
without affording any really valuable
mental discipline, and enriched by
greater number Of exercises in simple
calculation, and in the solution OF con-
crete problems" They map out a
course in arithmetic which, in their
judgment, should begin about the age
Of six years, and be completed about the
thirteenth year OF age. Among several
other recommendations is one that
course Of instruction in concrete geo
metry with numerous exercises be in
troduced into the grammar schools, and
that this instruction should, d ring the
earlier years, be given in connection
with drawing. They recommend that
the study Of systematic algebra should
be begun at the age Of IA.
The conference on the subjects Of
physics, chemistry and astronomy we're
urgent that the study Of simple natural
phenomena be introduced into elemen-
tary schools, and at least one period
day from the first year Of the primary
school should be given TO such study
From the beginning this study should
be pursued by the pupil chiefly, though
not exclusively, by means Of expert
ments and by practice in the use of
simple instruments for making physical
measurements. The report dwells re-
peatedly on the Importance Of the study
OF things and phenomena by direct o)n-
tact. II emphasizes the necessity Of
large proportion OF laboratory work in
the study Of physics and chemistry, aud
advocates the keeping Of laboratory
notebooks by the pupils, and the use Of
such notebooks as part Of the test for
admission to college.
The conference on natural history
unanimously agreed that the study OF
botany and zoology ought TO be intro
duced into the primary schools at the
very beginning OF the school course, aud
be pursued steadily, with not less than
two periods week throughout the
whole course below the high school. In
the next place, they agreed that in these
early lessons in natural science no text
book should be used, but that the study
should constantly be associated with
the study OF literature, language and
drawing. 1t was their opinion that the
study OF physiology should be post
poned TO the later years Of the high
school course, but that In the high
school some branch OF natural history
proper should be pursued every day
throughout at least one year.
The conference on history, civil gov
eminent, etc, believed that the time do
voted IN schools TO history and the al
lied subjects should be materially in
creased. They declare that the teach
ing OF history should be intimately con
nected with the teaching OF English;
that pupils should be encouraged 10
avail themselves Of their knowledge Of
ancient and modern languages, and that
their study Of history should be assooi-
ated with the study Of topography and
political geography, and should DO sup
plemented by the study Of historical
and commercial geography, and the
drawing Of historical maps. They de-
sire that historical works should be used
for reading in schools, and that subjects
OF English composition should be drawn
frem the lessons in history. They would
have historical poems committed TO
memory, and the reading OF biographies
and historical novels encouraged While
they are Of opinion that political econ
omy should not be taught IN secondary
schools, they urge that. 10 connection
with United States history. civil gov
eminent and commercial geography, IN.
struction should be given ia the most
important economic topics.
The conference report on geography