The Washington times., 1895-06-23
In fh6 Study Of fhe
Individual Pupil
WHAT CLOSER Personal ASSO-
CATION HAS DONE.
Its Effect on Discipline and on
the More Thorough Educa-
ton of Children.

An educational epoch, known a the EZRA
OF books" is completed. In the past the
intellect has been confounded with the
complete individual, nd books regarded
as a sufficient nutriment for all human
faculties and powers. Histories were
learned 'by heart" and teachers of old
measured off spaces in their lesson books.
Against regret on the part of parents
that pupils have ''pored over books too
much, a department for tn eeXercise OF other
faculties is provided In the manual
training and cooking classes new powers
act, muscles and senses play, there is a
change of place aud recreation A pupil
who feels the force of manual dexterity
Will not sell his souI'' to books Every
school day must of necessity have its
marked rythm of fatigue
new order of things throughout the
country is fully ushered In-young teachers
have certain excessive attention to school
machines diverted to the study OF the
individual child, - there isa study of"Hes"
and many faults, the play of children,
mimicry, friendships, precocity, shyness,
and set of charts containing observations
kept by The teacher and parent. 1t is Of
great value to science.
All educational reforms have been the
direct result of closer personal association
with children. 'Frobel'' and the greatest
teachers of the world lived with their
pupils. He advised that when child was
born each parent open life book TO
be kept without his knowledge and given
him at maturity, as guide to his choice
OF profession, etc. In the French schools,
each child in the lower class is given
blank book, called, ''cahier des devoirs
mensuelles." This, the first day of each
month, is given the child, who must be es-
pecally washed an ddressed, and in { he
records the figures, sums, writing, draw
ings, etc, constituting all the lessons of the
day. This book never leaves the school
house, and when the child's school days are
ended 1t is deposited in the city hall II
serves as q record of the child's progress,
takes the place of the dreaded written ex-
animation and is a great stimulus.
If a boy in primary or grammar school
during ten minutes OF school time makes
face at another. sSowls, shuts one eye, imi
tates some animal, protrudes his tongue
and moves it up and down sidewise, rolls
his eyes, beats his feet in time to the music,
stands on one foot, taps with each finger
separately on the desk, folds his hands
back of his head, picks up papers on the
floor-and each pupil may have a peculiar
way of performing the acts which gives the
key to the remedy-the general deduction
has been recorded that the powers and
energy develop before the ability to check
their exhibitions; these forms of disorder
are the result of lack of what the modern
psychologist calls "co-ordination."
AS a result of this study of separate
cases the discipline is related closely to
the work in hand. The teachers approval
rests on the child's Individual effort and
fidelity TO the task in hand. Competitive
work, examination marks, in such a method
are, of course, abandoned; the work must
be done with a certain degree of
energy due to a personal interest in the
work; accusations of "unfairness, par
tiality, and the like against the teacher
yield to other feelings.
A principal or teacher should never
abandon her interest and supreme judge
ship, but confine herself to a firm refusal
to submit to wrong on the part of the
pupil and 10 stern, controlled require
ment of right from unfortunate pupils whose
training at home has been negative Each
teacher has at least one peculiar child
who must be studied or left uncontrolled,
but sympathy" and tact are, of course,
the roots of genius. There should, however,
bespecialmethOds, refugees, aud reformatory
schools for the unmanagable cases; also the
celebrated German school, called "School
for Dullards," so graphically described
by member of the force of the Bureau of
Education Of this city.
Under this system set rules and penalties
are not practical because each child is to
be treated on the basis of his wn individual
nature, to be led from the standpoint OF his
own personal peculiarities.
1t, there fore, becomes evident that the
above modes make large claims on con-
energies, and conscience, and, therefore,
stantly needed, necessarily entailing greater
expense.
In the primary department the "group
table, stimulates a deeper, larger sense
of duty. In the eighth grades of this city
the same influence is continued in di-
visions of labor for the common good;
the decoration of the room is a powerful
agency in establishing unity-the dulards
thus stimulate their individual powers.
Indeed, the eighth grades and high
schools have in these directions reached
the beginnings of institutional life. Lii
braries have been purchased from the
proceeds of entertainments given by the
pupils and compiled by them.
A class of pupils has dramatized its own
essay work. and from the proceeds of its
own little plays sold in New York and
Boston has realized $500 with which to
decorate school rooms.
The above methods of discipline dis
cussed apply to principals duties. Prin-
cipaIs who govern by influencing have
utilized the piano as one means of OBJ
tanning ''good Ines'' of pupils in their
halls at recesSes. Comparatively few rec
ongiZe in music an agency which more
than any other has power to kindle faith,
sustain hope, establish gentleness, and give
to school children and -ork buoyancy and
tone.
Pupils fall into the spirit of the music
the movement, rhythm-and where is the
need for negative measures? The import
ance of utilizing natural methods is OBJ
vious Education is the one thing in
which nearly everyone in the world now
believes"
FLORENCE NJ. ROACH,
Preparatory High School Glass, Eighth
Grade, Second Division.