The times. [volume] (Washington [D.C.]) 1897-1901, 1900-02-14

TEN Of public education has been Hevolu-
tionized. The adoption Of kindergarten
methods and the Inauguration OF practical
courses Of training in the higher grades
have been conspicuous among the progress
sive achievements OF the educational sys-
tenn. In the opinion of some of the most
advanced experts in the art OF Jissemi-
mating useful knowledge and developing
the mentality of children. however. the
public school system is destined to undergo
further aud no less remarkable changes.
The comparatively new methods are not
to be actually superseded by others. but
are to experience the effects of evolution,
and. being perfected. 10 become more clpa-
BILE of contributing to the one great end,
the symmetrical development of the pupils
mind.
In addressing an assemblage OF educators
in Philadelphia the other day. Prof. ].
Libert Tadd. Director of the Public Indus
trial Art School. expressed himself strongly
in favor of the perfection Of kindergarten
methods. the pruning out Of features that
are of limited value, aud the substitution
Of others that seemed calculated 10 better
serve the purpose Prof Tadd believes
that the child upon entering the public
schools should be started right. He says
that children are told too much. and that
they are not allowed to work out truths
fer themselves. Al the earliest age possi-
bic they should be encouraged TO observe
for themselves. His views on this subject
are best explained in his own interesting
statement:
'.what children like TO draw are realities. not
meaningless geomaificsl lines and curves. They
should also be made TO both hands.
show you many children Of all grades ct soeie;N
and environment xlio have acquired 'lie power 70
make either OF both hands olrt tic mind and
they do il afisticaiN. because tie eye has been
trained rightly. The eye should be- trained "a
olosc observation. How MANY oi IL through
life half birdg Few persons tell yoa low
many toes hen liss. Few ATE IN the habit of
nb.cfving the common everyday things around
thcm- In the ordinary. >chooiicachcrs labor Ia
force the minds of their pupils into mods Of
Traditional modiocTits hr forever directing. die
iaiing. holding mp snete patterns and oi'-ole'e
ideals, books. and chsrts. systems and formulas.
recipes and dogma~. prevent the learner from tx
coming acquainted viii, himself and with the
things Of nature and art surrounding him.
While some may be inclined 10 regard
Prof. Tadd's statements as radical there
is little doubt that in his more than
superficial observations. he has struck the
keynote of a great educational truth
There should be no resentment when new
ideas for the mental development of the
rising generation and the generations to
come are advanced. II should be crafty
ing that those charged with the import
NJ. d,fx NJ
hibiting spirit OF progress and are
straining every nerve to get out of the
old ruts whe.e little is to be gained and
seeking the broader feds and newer
methods. Every innovation that arouses
the interest of the child and conveys
best results.
For long time the educational system. |
largely through its ecclesiastical auspices |
or inheritsnces, resisted suggestions and |
opposed innovations. The ancient edu- |
Gator was content with the time honored. |
abhorrent, and unattractive system, but |
the moss has been worn off and the sys-
TEN regenersted. Advancement has sue |
ceeded conservatism as the watchword. |
and It may now he expected that moth |
ing which is useless or absolutely detri- |
mental will be preserved simply because |
of the respect for its great age and the |
fact that forefathers. who triumphed de-
spite restrictions, were among its vic |
tins. Such Lace has been set in the |
matter of public education. especially in |
the primary grades. that ii will not be sur
prising II in ten years the present |
methods have become largely obsolete and
many traditions tumbled into the dust of
oblivion where they rightly belong