The Madisonian. (Virginia City, Mont.) 1873-1915, 1895-10-26

Il
little does good. more does better
| am not OF the opinion that every good
thing should be taught in our public
schools. To introduce such protusion
of subjects would produce the opposite
effect to what is educational. Nor do | be-
ieve that everything OF most practical util-
ity should be introduced.
1t is generally understood that one may
store away a vast amount of knowledge and
yet not have an education. The knowledge
seeker studies that he may show that he
knows; while the educator studies that he
may do something. SO 1t so with those who
direct the work OF others; some teach for
the purpose of giving knowledge to the
child, while there is that conscientious
class who teach to develop the powers of
the child. One would teach literature that
the child may be able to trace character
and nature in others; the other would teach
literature that the emotional. intellectual
and volltional parts OF the child may be
developed.
In arranging a course of study three OBJ
jects should be considered: The develop
ment of the intellect. practical use and
preparation tor higher work In
struc'ion that ignores anv OF these will re-
suit in loss of time and detrlment to pupils
The problem of modern education is to so
harmonize the apparent conflict OF subjects
that thew all may be treated to advantage
and not slight any. The theorist would ar
range the course OF study for the harmon
ious development OF the intellect. for, he
| says. the keen intellect is ready to observe
and consequently most likely to act judlc-
iously. The paactlcal thinker would have
us serve up such lot of information that
will immediately aid the boys and girls to
become independent-to make living.
The college professor would tell us to get
the boys and girls ready for college thst he
may make men and women OF them.
However. great the contention may be
for these objects of education, it is gener-
ally admitted that the basis for the plan OF
all instruction should de thorough under
standing Of the condition and development
Of the mind; that to the second year of the
high school whatever aids IN one of these
objects aids in them all; and that the proper
education at the proper time ia more help
ful than random work to which there is no
| ends.
What I believe to be the most important
consideration IN selecting subjects for study
! is that they are OF educational Importance
| only a. they affect the one who masters
| them. The study OF science In the primary
grades should be taught more from an aes-
thetic view than as a matter of fact. To
incite admiration for nature is of more
consequence than to profound scientific
doctrines to those who are not ready to use
them. For the first three years of school
life the child ls all emotional. What is at
tractive and beautiful moulds his plastic
nature more than the most startling facts.
Those who teach natural history with some
such object, teach for some purpose; but
those who do not, had much better occupy
the time by teaching the three RS.
Nor is primary work the place for rea ason-
ing. 1t is true there is kind OF memory Of
reasoning. but those who would teach an
alysis to first and second reader pupils
would hoe corn before the grain had
should work with the memory by memoir
lz1ng, observing. telling. having stories re-
told: we should teach correct forms of
script from the beginning; train the hand
and eye in that most favorable time to
receive impressions. Teach observation
work in numbers with objects. quick and
accurate computation in easy number work
and the way will be thoroughly prepared
tor that higher worl, when the mind is
ready to comprehend IT. 4 spirited cor
versation with pupils about reading
/ lesson, IN tho lower grades. does more TO
sacurp natural EXPRESSION than much more
time snert,n simply reading
A story closely related - ne lesson is Il
greater study for the children than the one
in the book. The little people lorg for
somnthiug from one in whom they have
great confidence. General Information
Of any kind has but little use in the
| first four years OF school lite. The details
OF life In other lands aid much more in
building foundation tor instruction iu
Geography than to know that this is an
agricultural nation or that Is manufacture
ing city.
Much that have said OF primary work
would emphasizetn grammar.grades. admit
ting that new powers are becoming more
active and subject matter must be supplied
! TO satisfy the demand. At this stage we
should begin to look into the why Of things
Memory work should be continued but
it should be of nature to require more
thought. Reasoning ls becoming natural
for the child Analysis OF sentences and
problems will be understood quite readily