The Wheeling daily intelligencer. [volume] (Wheeling, W. Va.) 1865-1903, 1899-09-01


The fourth day of the wHoa''---
Teachers Institute openid With tho
weather all that could be wished To-.
and with the teachers all present.
DR.. Gilbert occupied the first period,
taking up the subject OF Gradings and
Promotions, Classification. etc. He
first spoke of the difficulty of the sub
ject. But, Notwithstanding It's difficulty
we must have 1t with US. There are
evils growing out Of 1t. In some cities
It has given a grading system that is
nothing more than huge machine for
the rulnation of the child. We are apt
10 worship the system while the child
rem are being crushed beneath the
wheels Of the machine. It is surprising
how much a child learns before start
ing to school, and so often how little
he learns in the first year OF Bchool life.
The freedom of the child is taken away
and he Is put to the bar beyond
his ability. How can any one expect
to measure the mental growth OF a
child by percentages? The matter Of
percentages narrows teaching down to
merely the asking and answering OF
questions. The whole system Of mark
ing pupils is wrong. It Involves the
question Of merit. It encourages the
bright pupils and dlscourages the dull
ones. The pupil who gets ten looks
down on his fellow pupil who gets nine,
when the latter. perhaps, has done
much harder work than the former, and
deserves more credit. We substitute
for the desire OF learning the desire to
get marks. The examination is all
right in Its place. but 1t should not be
used as a test for promotion.
Prof Gilbert would abolish the sys-
TEN of percentages entirely. There are
two ways of remedylng this:
First-Have a broad course Of study,
SO that 1t is not absolutely necessary
that the child must know all the work
of one grade to pass to another.
second-Have all promotions depend
entirely In the judgment OF the teacher
and principal He would have two
marks, one satisfactory and not salts
factory. He would have the parent
know at the end Of each month how
the child is doing. He would have one
room in every large school in which
he would place all the pupils who have
fallen behind in their grades. In this
room he would place teacher who is
we'll prepared to give just such instruc-
lions as the pupil needs to prepare him
to go anywhere he belongs.
DR.. Moss followed on the subject:
'The Herbertlan System of Education"
He said in part: Herbert was German
doctor Of philosophy and practical
teacher. Herbert's Pedagogy Is some
what as follows: Steps to failure are
as follows, as taught by him:
Flrst-Lack of interest.
second-Lack Of attention
Thlrd-Much repetition.
His account OF his interview Of one OF
the pupils OF Pestalozzl was very inter-
estIng and instructive. One thing he
said was that what Pestalozzl taught
once he never had to teach again.
Fourth-Much repetition makes poor
thinking.
Fffth-unavailabl knowledge.
These are the steps to failure. Her
bert tok the ground that the true end
of education is characteristic develop
ment OF character.
After a short recess DR.. starkey gave
a short talk in which he gave the teach
Ing profession boost by placing 1t
above all other professions In point Of
influence. He made the point that our
country is soon to lead the world, and
1t is through the influence OF the pub
lie school teachers. He then spoke Of
the American University, now being
erected In Washington City. His talk
was very earnest, and was well re-
ceIved.
DR.. Gilbert held the floor during the
last twenty minutes. He said we
should make all school life real Why
should We hold out artificial means,
when the real would be better. 1t is
not the best boys and girls that obey
the artificial rules. The boy that is
often held up as a model is a sneak
Morality In school is the same as NOR
allty anywhere else. Our school rules
often lead to deception, lying and all
the vices in the catalogue OF crime.
Why should not the same regulations
exist in the school room as in polite
society? He gave as the basis OF a
course of study as follows:
The course OF study concerns itself
j, The body Of knowledge.
2 The range Of activities
The function OF the body OF knowl-
'IsG TO o; serve as the chief stimuiant to the
TO supply valuable material for life.
The body OF knowledge includes:
]. The human laws and phenomena OF
me R 9aiSaT' 6Istory-the achievements,
works aud deeds Of man, Including:
CR) History proper
(b) The arts.
Note"The supernatural Is an issue apart,
belonging to the realm Of imagination and
faith partially o deduction, not to be
taught as positive knowledge.
The school subjects under these dlvis-
Ions are seriatim.
j. The sciences, nature study physical
features Of geography
2 (n) The arts are classified as the pre-
llminnry arts and the great arts. Prelim-
mary arts Include reading, writing, Ian
guage, drawing, music, carving, conEtruc-
tion, computation. Great arts include 1T
CTature, painting. sculpture, muflcal COM
position, mechanics, architecture, mathe-
InatiCs.