The Seattle post-intelligencer. [volume] (Seattle, Wash. Terr. [Wash.]) 1888-1914, 1898-12-11

less competent ard conservative an author
ity than DR.. Z. A. Winship. the editor oil
the Journal OF Education. DR.. Winshp's
remarks are very appropriately reproduced
IN recent Chamber of Commerce publica-
don but they are worthy OF repetition
herewith. Says Dr. Winship:
Judging by the supervisory and teach
ing force. by the course OF study, classifi-
cation and promotion, methods and spirit,
or school room adornment, there are few
cities between the seas to compare with
Seattle. II will seem very strange to many
readers or the Journal to see such a sem
tenee. | know the good things East and
West. / know the spirit and power Of many
cities that come TO my mind / write
and yet do not care TO qualify the state
rnent-
What Is known as the Shearer plan OF
promotion, OF which the Atlantic made so
much few months ago. has been in full
working order In Seattle for seven years
and promotions take place IN some schools
almost literally every day in the year, and
this occurs so naturally and advantageous
ly TO the children and the school that they
never think II strange that child is
slipped forward without note or comment
tThis plan OF promotion originated in Sc
attic, having been devised and introduced
In the schools in 1891 by Superintendent
barnard This plan was adopted and de-
scrioed by Shearer In the Atlantic in 1871
4" g o
VHILE original In this remarkable
\VV respect the Seattle schools follow
in the lead OF the other schools OK
the United States, or rather see to it that
so far as their finances and general faciii-
ties will AFFORD. they are fully abreast OF
the extreme educational advancement OF
The day. From beginning 10 end the annual
course Of instruction for 1890. which has
just been issued, diScloses and proves this
The Old system whereby children were
educated ahssractedly. as ii were, and In a
manner 10 Justify to no little extent the
popular charge that education is irnprac-
teal. has been forsaken. At the tounda-
ton OF the new method lies the intimate
correlation Of the mental training with the
objective experience. Reading no longer
ieaveb 10 the minds eye" alone to pic
ture THE facts and objects of which the
reading matter speaks. On the contrary
Il IL closely associated with all the other
studies which the child pursuea so that
the material objects are perceived simuita-
neously with the reading
In arithmetic as Indicated in the incl
dent narrated at the beginning Of this ar
ticle. the changes OF method have been
virtually revolutionary. Children no longer
work arithmetic BY isolated and uainter-
e=ting numerical figures but By objective
Illustration. by things of sight which have
an irteres, OF their own. Fractions and
percentages and mUltIples are tyrified by
direct objective illustration
Little by little this method has been ar
sorbeG into ths Seattle school esl-rlcuia
until Ia the announcements OF is99 il en-
tlreig dominates
In tha matter Of language study, Super
intendent Barnard has placed this rree-
nan; instruction In the annual announce
rnent;
The development Of Ideas must OF neces-
sity preceds the study OF words their re-
latiosss and Use The pip2 mast FIRST learn