The Seattle post-intelligencer. [volume] (Seattle, Wash. Terr. [Wash.]) 1888-1914, 1897-12-20
BAD SCHOOL METHODS.

An instructor OF the young mas come
to the defense OF schoolboys who are
broadly charged with their want OF
knowledge OF English when they leave
school. He declares that the most
potent refarding agency In the devel-
opment Of good English style IN the
youth Of the day is the daily newspa-
per. The schoolboy reads II more than
anything else. and its very qualities Of
attractive racincss are an additional
snare. He says that when they do not
sacrifice dignity. reserve and re-
straint' 10 the effort to arrest the at
tention OF him who runs. they are gen.
orally written too hurriediy 10 be very
precise. His conclusion is that 1t would
be the greatest mistake to think that
boys can write original English decent
iy without constan. special practice.
This is interesting. and some Of it is
true; but what parents complain Of is
not that a boy is unable to write origi-
nal English with ease. but that he
makes the most common blunders in his
ordinary conversation. No sweeping
condemnation is made Of teachers, be-
cause they may do their utmost with
the material at their command, but it
vexes the average parent to have his
children porting over themes and exer-
cises. doing what they call compost
tion;' learning arbitrary rules Of or
biography. etymology. syntax and
prosody. but insisting upon saying ''he
took her and l." or mot one of them
are" or II don't like these kind" or II
DONE" or ''he has went and other
gaucheries which can be avoided with
out attempting a very elegant style OF
dictlon.
In other respects the time Of the aver
age school child is frittered away in an
attempt to do too much. Scarcely any
do anything in life without a knowledge
OF the four simple rules of arithmetic.
But their immature minds are confused
and wearied with quadratics, which
they rarely understand. A boy Of Is
or l6, who thoroughly understands the
earlier examples Of arithmetic. can cas-
lily apply himself later In life to the
more advanced studies IL his incliua-
ton lead him and his occupation de-
mand IT,
The same may be said with reference
to caligraphy. The distinct reproduce
ton Of letters in script should be
taught with great exactness. Much
more depends upon clear writing than
correct spelling. II a word is distinct
ly written it makes comparatively lit
tie practical difference whether gram
mar Is spelled with an "a" or an "s."
but II 1t be not distinctly written 1t IS
torture 10 the decipherer.
There Is far more excuse. too. for I'M
perfect spelling than for crude writing.
Very little practice will enable a school
boy To form the letters correctly, II that
be done at the r.ght time. When once
the hand is formed and a bad habit
contracted. II Is exceedingly difficult to
recover from Il. This ie not the case
with spelling. There Is no rule Cor tina
construction Of worda, but by constant
reading and attention the eve corrects
Itself. This is subject TO the exception
offered By those who never seem able
to learn 10 spell correctly. and these are
10 be found in the highest ranks of
the professions.
What Is called advanced education IA
mistake for the gres: majority Of pu-
pills. Il is nothing bat a veneer,ng
which too often serves only 20 spoil
what might have been a good. substan-
sial education to the point OF starting
the student well equipped TO enlarge
his learning in that experience which
comes IN life.
The complaint 81 the teacher that
English composition does not receive
sufficient attention. Is directed at the
wrong end OF the study Not one In a
thousand needs 10 write elegantly; not
enc who IS not especially gifted will
ever write otherwise than in a com
aonpiace way. and those who have A
capacity will strike out into an original
vein. What IS needed most in the
schools Is some system Of composition
which will prevent that miserable ex-
hih.tion 70 be found in the everyday
letter 81 business II is not we'll 10 have
precise forms, which should not be
varied from, but the clumsiness and
awkwaTaness OF expression. the utter
lack az a complete grammatical sen
tenoe. ard the haphazard pretensions
at punctuation. do far more 10 bring
discred.t on The pupil and to stir she
parent 70 anger at the methods en-
! I!oyesi by teachers which end in such
results. than the lack of a graceful irnl-
/ tat!ou q Addison
SHIPS MIST ROLL