Ellsworth American. [volume] (Ellsworth, Me.) 1855-current, 1895-04-18

and proverbs, but he should be leo 10
express on paper the ideas which are
crowding his little mind, to describe In
writing the wonders of the world, to tell
what he sees in the fields and in the
woods. You will, of course, realize that
the nature talks, which begin in the
kindergarten and should be continued at
least through the primary grades, form
the basis for geography, botany, zoology
and in fact all the ologies, and for these
text books should be dispensed with al
ways, if possible.
The children should early make their
own collections, be assisted in sorting
and labelling them, find out all they can
from observation, and be told what they
fail to see. They should then be required
to write out by themselves the result OF
their observations, and illustrate the
writing by sketches OF the specimens
under consideration.
In the New York school OF which
have spoken, / have seen very interesting
and intelligent work OF this nature, and
much OF the same sort is now being done
in the Bangor schools. II possible,
child's own native language should early
be supplemented by at least one foreign
language, which will greatly aid in an
intelligent comprehension OF his own.
Languages are great borrowers, and this
Is especially true OF the English language;
and we cannot rightly understand these
borrowed words without some knowledge
OF the language from which they are
taken am glad to see q movement
toward putting Latin into the grammar
schools OF the country, for that is one OF
the foundations OF our own language;
and Just as children comprehend form
quicker at seven than at fifteen, 80 do
they learn foreign language much more
readily in childhood than in later years.
As the child comes to French or German
history, I should supplement either with
the language Of the country. No attempt
should be made to teach child the
geography OF a particular country until
he is ready for the history. and then
every place spoken OF should be carefully
located.
The description of the earth's surface,
the divisions OF land and water, have
already formed part of the nature talks
-aad-1een illustrated by the sand table
which should be in every kindergarten
and primary school.
You will perhaps think that to bring
about even a small part OF what have
suggested will necessitate a complete and
sudden change in our school curriculum
and much added work for the teachers.
This is not altogether true. 1t will, of
course, require in every grade intelligent
teachers, who will have an interest in and
comprehension OF the subjects to be pre-
sented, and not depend upon putting
text books into the hands OF the pupils
and requiring them to repeat by rote,
lesson after lesson. The time is past
when school work of that description
will satisfy any intelligent community.
Let US begin at the beginning. Let us
esta blish a kindergarten which shall
receive all the little people OF the COM
munity, and let us bring kindergartners
and primary teachers toyeth and give
them the same training. The kinder
gartner needs to have a clear understand
ing OF what she is fitting the child for,
and the primary teacher needs to be pre-
pared to continue the work inteligently
and along kindergarten lines.
1t will be easy in the two years from
the first esta blishment OF kindergarten,
to bring the primary schools into condi-
tion to receive the children from the
kindergarten. The grammar schools will
soon feel the influence, and parents will
demand that manual training be given a
place there. Put your schools under the
charge of an efficient superintendent,
who will instruct your teachers in the
latest met hods and see that they are in
diligently applied, and you will not only
find that great change for the better is
being brought about, but am sure that
your teachers will find their labors
lightened and frightened, and you will
have he satisfaction OF giving your young
people the best possible start in life.
What is the object which we wish to
attain through the education OF the chill
dren? Is it not to aid in their develop
ment, physical moral and mental, to
help them to know themselves, and to
learn to use rightly the powers that are
given to them? Is it not character that
we should strive to build, and il We do
this will they not then, at compare
lively early age, be ready to instruct
themselves with less and less of guidance
as the years go by? Will not the love OF
the beautiful in art, as well as in nature,
serve to lift them out OF dull routine OF
life, and help them to make more of
themselves than they would without it?
Is it not through familiarity with the
wonders OF the world We live in, that this
love of the beautiful is to be aroused?
VIII not the child, whose powers OF OBJ
servation have been properly trained,
very early begin to find
Tongues in trees, books in the running brooks
Sermons in stones, and good in everything