St. Johnsbury Caledonian. [volume] (St. Johnsbury, Vt.) 1867-1919, 1897-09-17
Some Modern Methods.

Editor CALIFORNIAN: do not write this
communication simply to be critic, but
to mention some things seemingly
worthy of consideration regarding the
public schools. For some time it has
been my thought that school authorities
ought to be very careful in their adoption
OF what generally talked of as modern
methods" for the school room. Unques-
tionably, methods as a whole, have
greatly improved. The great danger
lies in multiplying them faster than can
be made profitable or useiulin the schools
| do not mean by this that newer and
better things cannot be found out.
mean that many are so apt to be carried
away with new things, however good
they may be in themselves, that they do
not know where to stop when once they
begin. have ielt this to be of so much
Importance, that lay it before the
readers OF this paper for their reflection.
No one Disputes the value of the best
methods to be had in the cause of
education. We are of the opinion that
many educators do not consider carefully
the great wrong done to pupils in
numerous instances, by crowding them
with too great number of studies at
one time. We are of the opinion that
this is an evil, a growing evil, directly
traceable to what is popula-ly known as
"modern methods"
We have particularly noticed grow
ing tendency of skimming over many of
the essentials in our common schools for
the nonessentials. mean by that, that
pupils are rather allowed to neglect the
elementary studies, and go into some
thing higher before they ought. The
tendency of some OF our modern methods
is to urge the young pupil on to some
thing little beyond his comprehension.
1t sometimes seems that to know the
elementary branches we'll is becoming
an old story, and not worth very serious
thought.
What we would like to see everywhere.
is a more thorough drill in the essentials,
that pupils should be taught to know
certain, those studies that are at the
base OF all education, before being allowed
to pursue studies OF higher character.
Now. among the great number of
pupils, it is a rare thing to find first
rate reader. There is too much silent
reading, to be Tor the best good of
pupils. In this one essential study.
believe the general pupil is much be-
hind the old-time scholar
Very lew pupils fully understand the
nature Of fractions. But whether they
do or not, they manage somehow or
other to pass" and take something else.
An example: A merchant in st. Iohns-
bury once asked two smart Academy
students this question: If candy cost
five cents a quarter OF pound, how
much can be bought for three cents
Simple, very simple, you will say, but
the young men did not readily see through
it. 1t will be seen that in this case there
was screw loose somewhere.
am blaming no one in particular for
all this. l simply say that some of the
methods" for educating the young,
might be proftably revised.
suspect, however, that our book pub
fishers are somewhat to blame for these
mutitudinous methods" There seems
to be constant study among these per-
sons to see how they can foist upon the in
nocent public improved methods" for the
suffering children. Their agents overrun
the country, and most of us are nowhere
unless we fall into line and clap our
hands in unison, that the greatest dis
covery OF the age has just been found
There is one new method, however,
that in my humble opinion carries great
weight, and one hope to see more fully
carried out. 1t is what is known as
Nature Study. II we will only stop a
moment to reflect, we cannot fail of see
ing how ignorant most OF us are of the
commonest things in nature around
us. This study is designed to bring