The daily morning journal and courier. [volume] (New Haven, Conn.) 1894-1907, 1900-10-25

ciples, which each one can readily ap
ply to such special problems in CONNER
cial arithmetic as he may need than /
Is TO put them all through detailed ap
plications of those principles which
only one in a thousand will ever use, al
the sacrifice of the principles them
selves Hence arithmetic should be
reduced to the four fundamental ope-
ratlohs With integers, vulgar fractions
and decimals, proportion, percentage
interest and discount compound guam
titles, the metric system and concrete
mensuration. The time and strength
saved from superf1uities should be CIV
en- to the acquisition of accuracy and
facility in simple calculation; and a
familiarity with the use Of algebralc
symbols in the solving of simple equa-
lions, and to estimates, constructions
and calculations Of geometrical lines,
angles and forms. All work should be
made as concrete as possible; dealing
with actual problems, and employing
ruler, compasses and protractor for the
construction of figures. In these ways
the pupils will acquire power in math-
ematical reasoning, and the inestima-
| BILE faculty of what | may call the
| mathematical conscienoe; the recogni-
ton that there is just one definite, pre-
else way to do right, which is hard to
hit; but a thousand ways of doing
wrong which no fool can miss. AL
though arithmetic is the science of form
and numbers, yet by making it con-
crete and translating it's problems into
definite forms and figures, and requir-
ing accurate construction and meas
urement we make mathematics a sci
ence of things as they are;-yes, of
things as they have to be. The very
foundations of honest workmanship
and reliable character lie in absolute
fidelity to these immutable mathemat-
ical relations. Hence to drill the future
worl1fngman in reyerent and accurate
obedience to these laws, Is an essential
part of his preparation, give his best to
the world and get his share in return
Third: Geography, by which / mean
not merely the boundaries of countries
and the capitals of states, but the
physical environment of man, involv-
ing q broad preliminary treatment of
what later will be differentiated into
separate sciences, such as astronomy,
politics, commerce and that vast unde-
fined sphere which has assumed the
pretentious name of sociology. For
one cannot proftably study the surface
of the earth without considering the
earth'S relations in space and its ante
cedents in time; the forces that have
made it what it Is, and are changing it
before our eyes to-day, what forms of
life it bears and the use man has made
of it. Geography thus conceived, in
stead of being a dry formal study, APP
pealing chiefly to the memory, is a
most human and vital subject, calling
out the powers of observation, imagi-
nation and reflection.
Geography should begin with obser-
walton of the natural features immedi-
ately within reach of the pupils; such
as rivers, hills plains, forests, mead
ows and marshes in the country, and
streets, wards, parks, railways,
and wharves in cities. They should
also note the working of wind, rain,
and the seasons; record
the changing length of shadows at
monday, and watch the motions of the
heavenly bodies by night. School ex-
and the travels of individual |
pupils may be utilized to widen the |
range of observation. BY making re-
cords and maps of their own limited |
the scholars acquire the |
power to read the records and maps |
found in their books. Then they will |
be prepared to profit by the observation |
and description of others, which of !
course must form the bulk of the work |
n geography. Imaginary journeys,
With choice of route, and description of |
peoples and objects of interest, and i'm
aginary orders for goods to be secured
rom the localities which produce them,
will add life and reality to the study,
md afford point of contact with the
tudy of English by affording interest
ng material for compositions.
Students of geography, so conceived
md taught, are obviously learning to
lnow the best there is in the world, and
low to get it; and by constant repro
luction in maps and written deserip-
ions, they are at the same time trained
o give out the best that they have
earned.
Fourth; History, the life and work
# man. This should begin with read
ng interesting stories of important
vents, and committing to memory
passages of literary power in prose and
erse which set forth the great men
nd events, like Columbus, the landing
f the Pilgrims, the Declaration of In
Washington, Paul Re-
eres ride, Concord Bunker Hill, Lin
olns inaugurals and Gettysburg adj
ress. Then a good textbook should
re employed, not slavishy, as the Al
ha and Omega of the subject, but as a
pring board from which to dive into
he stream of events. Out Of the text
oolI should be selected a small body of
ssential facts, which should be
earned; yes, committed and reeommit-
ed to memory, to form the rigid back
one of the subject. Then there should
e the division of the subject into top
-, with reference to other books in the
ehool or public library The children
hould take notes of their reading, and =
resent written reports on the topics
ssigned. The recitation should be a |
REF drill in the back bone of never-to-
e-forgotten facts, followed by a discus
on of the topic of the day, presenta-
on of the results of reading upon it;
iscussion of different points of view,
nd comparison and combination of the
laterials gathered: the whole to con-
ude with the assignment of topic and
afprenCpS for the next 1aV acCDmDa-i