The Hawaiian gazette., 1896-10-16

class. / looked upon il as so much
nSdding. and thar he would have done
very much better had he prepared HIM
self. Bur when he the next morning
hammered away on the same theme. I
naturally asked myself. What amount
ot thought is 20 be got at 6om the
lSby sentences OF the dog barksd,
'shs cat mewed. and the cow jumped
over the noon'E'' X would have been
Infinitely more 70 the point 10 give
the pupils lessons in reading. There
are remarkably few good oral read
s-s, Oral reading has been sadly neg
lscJsi IN the past. and the new schools
apparently make no better provision
for its teaching.
Now for the new books. Take the
grammar in use II the high grade
schools English Grammar and COM
position, by Swinton. The suthor or
compiler claims II 10 be 3 great ad-
vance upon the old style. Ii is an ad-
vance only in hair-SpIittirS classical
ton, This our friends the Yankees
apparently revel in and carry 70 an
absurd extent. The author pulvsrizeS
he language into atoms and then en-
beavers 70 find rules for eSch intinit-
sSiral particle, I mentioned this TO
one Of the gentlemen met at the sum
mer school. and he said;
Yes. It Is like brsa king an arm or
Minerva in order 70 discover the beau
lies OF the statue.
I look upon the work IS literary
curiosity. Ii is excellent for philo-
lOgisJS but philologistS are the few
4 grammar is required for the many
How many adults. apart from teachers.
remember even the simpler rules Of
GRAMMAR What need. then. OF this
endless and tedious claSSifiCauon9 I
myself Learned from Allen and Corn
walls English Grammar s book about
0Ds-tOurIh the bulk Of the more pre-
tsnriouS tome embodying the new
method l ind in peruSing the new
grammar that II does not assist me 10
write Or speak any better English than
l learned under the old system.
On one occasion I listened for lit
lie while 70 q gentleman who was
-sachi1g the English Grammar class.
He had written on the blackboard. I
an that person. He wished 10 know
whether the word 7perSOn" waS in the
l-SC person or The third. His own idea
was that II was in the third person.
but one Of The teachers thought IL was
II the first person. The teacher Of the
class then wrote another short SEN
tence 70 further illustrate his mean
tng. snd finally he wrote 7 am he. "
This proved his point beyond all uuib-
bic From his own statement this
question had cropped up al the pre-
ylOuS meeting OF the class. II had
therefore exercised the minds Of tea
cher and pupils through portions OF
TWO Lessons
But after al. does it matter the fur-
,s- OF ian whether that person b
deemed 10 o. n the first person or the
third No rule OF grammar Is fnfrfns-
ed i i Only The evsr-tadiCus ciasSi-
EeGrt7- that Is az stake
Next IS TO the new aids-the lectures
The lectures on the History Of Educa-
non were excellent and vaIuab bic. bur
these lectures cannot be claimed 10 b.
The outcome OF the new methods mas
much as the lecturer had received his
education and vas trained under -h=
cid system
The other lecturer was 3Ir. DressIa-.
On one occasion ne gave Us : discourse
On that he was pleased 20 term 81
ssSraphy- His peculiar advice 10 the
teachers was that in teaching geog-a-
p-y they should impress upon the
minds Of the children the necessity OF
their leading noble lives, and ALWAYS
have high standard before them The
lecturer had spoken highly of The
p
usE school I attended four OF these
classes, but found that he did not once
attempt 10 tack moral rrecep- 10 z
-2-ttUdt1zl O. longitudinal line. nor
lid he TX one On the highest uUuntai II
OF eEd one E9sEI1E tCED one n The
lC1E5S- rivers OF The world He had
evidently Z greater knowledge OF the
fitness Of things man who would ia
Ibis would perhaps. IN teaching Ell
clIt's GeOue-y- read Us 2 h6uiIy o.
give u quotation from Valleys The
OlogE 81 The end OF each problem. The
EOuIly may bz EpOd in It's way. but i
would not help 2 lad much over The
7oEs EsiEe-EzE- Another peculiar iii o.
advice q this eIp0Ezder Of geography
was that you should teach the child
~ ~ 80 ALL ~
than E0I Grs How is teacher 10 dC
this Children are naturally initiative
To prevent this Imitation II would d
Necessary for Ihe teacher 10 give MS
pupils the same sort OF advice as z
drinking swearing. foI-hunring persoz
q : bE-gOue generation was credited
with giving his f1ck--D0l'r do as
do Do Is I tel thee I could men
IGE C-hsE peculiar instances. but p=E-
hspS The Two I have uen-ioued all
sIEcs 70 show tte tendency Of The 5r8-
t@Ss1Es 1IscOUrses % run into clz1-
Uap- His experiments wI-h rte Ezfzat=
-e-e Interesting and OF education Il
Fsl1e- buE perhaps IL would Be s. vel
for hin 70 vary then EEEu uzu u
PAYS EO1oIuL1 visit, bv bringing a
rope and balancing pole. and give L
Al illustration q The P0Ese OF the bu-
1su body q The ughr and slack
rOpeS This would u Of equal Interest
ard educational FeIuE With his weights
experiments Il EouId sETs tGo "a
prove beToad Z doubt Upo1 what trzEl
lass z nan nay stand and pet pose
@ Al Important figure
rkuy candid opinion that teach
g would sE far mare practical int0r-