The record-union., 1898-11-23

dHu even IN the fourIn grace In6Te IL.
generally no lack of interest and dis
cussdon of the habits Of the Indians,
their mode of life, beliefs and super
stltions, brings out many points of in
formation Robinson Crusoe is prob
ably the most interesting and profitable
story that can be used in the schools.
AS the higher grades are reached. the
Greek myths can be taken up, and the
history Of the pioneer heroes will be
found most interesting to pupils and
Daniel Boone, Pere Marquette, Joliet
and others are intensely so, and the
best quality of work can be secured.
AS the grades progress, the prepara-
tory work having been well done, the
child begins TO draw his own pictures
and conceptions Of character There is
more vital reason, it seemed to him.
why this preparatory work should be
done, and that is that by the time the
child has reached the seventh grade
6O per cent. of the children leave school
and they never would have an oppor-
tunity to learn anything of the history
OF their country
Instead Of attempting so many little
details the teachers should group to-
to give the child clear and compre-
hensive idea of them and their relation
to subsequent facts in his country's
history. In the first year the period
OF discovery and colonial period. then
the time of Washington and the strug-
gle for liberty, lastly the period of de-
velopment and progress. History and
literature should go hand in hand, and
there is plenty of literature that can
be made an assistance in this method.
In order to find time for this, the
number of topics can be cut down and
mass of details eliminated
THE GRAMMAR AGAIN.
Professor Heaton resumed his re-
marks on the revised State grammar.
Before taking up his subject he
spoke in relation to the National
educational Association, which will
meet at Los Angeles for it's next ses-
sion, if a membership of $1,000 can be
obtained in this State, and of the
great benefit the association had been
in unifying the schools of the country.
proceeding to his subject, he said
that IN taking up the study of gram
mar, the simplest forms of expression
must be presented to the child first.
To do this, the teacher must study
out for himself the difference between
thought and complete thought.
Here is where the difficulty of the child
begins, although he may not speak of
1t or know where it lies. He cannot
understand why 1.-The bird flies, is a
sentence at one time and not at an
other. Only drill can teach him how
to distinguish the difference between a
complete and an incomplete state
ment.
How shall we teach subject and
predicate? All children like action
and prefer it to repose He would
choose sentences expressing action as
his first ones to illustrate the office
of the predicate or the subject He
explained the steps by which the child
could be taught to distinguish the
predicate. even in complicated SEN
tences, by reiteration. Teaching, he
said, Is stair-building. The steps must
be easy, high enough to tax the child S
ability to climb them, but not high
enough to make it impossible to do so.
The child must be taught by numerous
examples the difference between nouns
and words that are like nouns in some
respects. We can learn such things
only by comparing them. In like man.
ner they can be taught to distinguish
between verbs and words like verbs.
BY drill they learn the difference be-
tween the words that assert and those
that imply.
His illustrations extended to other
classes Of words, and the way in which
he 111 @oYyr r1,< 10 ;-%S
guish them.
SCHOOL OF THE FUTURE.
Professor Cubberly spoke on the
Elementary School of the Future
The elementary school demands the
most attention. In foreign countries
this is already done. The mass of the
people get the greater part of their
education in the elementary school
The elementary school has regenerated
the South and formed new South,
and it is that which has given us the
victory over Spain.
What can we do to make the ele-
mentary schools fulfill the demand
| made upon them, and what can we dc
to keep the children longer in school!
The work should be carefully selected
to awaken and enthuse children?
We exist to meet the needs of the
future Both country and city have
changed, and home has been changed
to home alone. There must be CORE
| spending changes in education to meet
the changes that time has effected. Ir
Lincoln's time the ability to read and
write constituted the difference be-
| tween the educated and uneducated
| The elementary school must be shaped
| to meet the demands of the future
| The child must be given more prac-
tical work. We need manual training
which should begin in the kindergarten
and be continued up through the
| grades. Manual training sustains in.
terest longer than any other.
| Drawing is another aid, and shoulG
| be taught as another form Of express
| sion. Expression needs great atten-
| tion in elementary schools. The chil6
should be interested in nature studies
The scientific principles will be neces
sary for people in every walk in life
They should be taught to know ani
| love nature Science consists Of botf
knowing and doing The concrete
matter should be brought into thu
classroom and the conclusions bt
| worked out
History and literature should also bt
taught in the elementary school.
| Physical training directed by ex
perts will be another study of the fu-
ture The large per cent. Of physica
defects of children shows need of this
training Developing self-reliance and
ability to meet the needs of life il
what the children should be fitted for
The rich content group of the future
school will be manual training, draw
| ing, music, nature studies, literature
and history