The Worcester spy. [volume] (Worcester, Mass.) 1898-1904, 1901-10-26

ing which trains hand and eye to de-
light in doing hard physical work
well and making material objects use
full and beautiful. Manual training
brings out the great moral virtues, on
which the excellence of mental work
depends. To make thing with hands
and tools, many acts through many
hours must be bent to a single end
many a refractory member must be
brought into subsection; many an err
ror must be repented and rectified ;
many a botch ruthlessly rejected and
many a fresh beginning bravely made.
This brings out steadiness, persistence,
patience, precision, thoroughness-
virtues which mere book learning sell
| dom imparts, but on which it's excel
lence depends.
I'VE now come to the main sub
stance of the curriculum during the
| elementary school years from to IA.
This curriculum should be required
rather than elective; for while chill
dren differ, the world is one; and the
great avenues of approach to the
world are the same to all.
These subjects are six: English,
mathematics, geography, history, nat
| uFaI history and art
The greater part of the examination
should consist of work to be done,
with the books, notes, maps, rules, be-
fore them, and encouragement to
make all the use of them they can.
In writing they may consult dictionary
and grammer. Do not we all do as
much in actual life. In arithmetic
they may get what help from the book
they can in the time allowed. Does
anybody come along and lock up our
books when in actual life we wish to
measure room, or compute the height
of a tree, or measure a load of wood
In geography they may consult the
map. Does anybody deny us the use
of guide book if we are planning a
journey? In history they may look up
all the references that there is time
for and consult their notes with per-
feet freedom. Does anybody take our
encyclopedia out of the room when we
wish to compare two historical events
or characters; or trace the causes
which lead to certain events? In
botany the important question is not
so much what we can do without our
helps as whether we can do anything
with them.
1t is very silly and superficial notion
of education which confines it to the
few facts and names and rules we can
carry in conscious memory. Trained
power to work; and familiarity with
the tools and processes are the main
thing. All that lies far deeper than
memory Examination should chiefly
test the power to do quiet, intelligent
work
promotion should depend chiefly on
the fidelity and intelligence with which
the work has been done from day to
day as shown by notebooks, daily reci-
tations and power to attack new prob
lens. Promotion should be frequent
and irregular. No bright girl or boy
should be expected to pass regularly
through all the grades, but should
skip at least one or two of the earlier
On the contrary, not every dull pupil
should be dragged along at disad-
vantage to himself and an injury to
others; but should proceed at slower
pace as nature has set the example.
1.-THE end of education is to know
and get what is best in the world, and
to give our best work in return. It's
roots are in that interested activity
for which the kindergarten stands;
that constructive work included in
manual training and that perfect
health which physical culture seeks to
conserve. The trunk and main
branches are the free communication
with the minds of our fellows, which
is the object of our study of language
and literature: the accuracy of
thought and measurement of things
which is the outcome of mathematical
training; the acquaintance with the
world we live in which geography i'm
parts; the judgment of men and events
which history develops; the reverence
for law and fidelity to fact which is
the gift of science and the love Of
beauty and harmony which is the
crown of art. The foliage and flower
and fruit of education is seen in ex-
animation which test power in quiet
ness and calm, rather than mere mem
ory I'M the fever of anxiety and worry,
in discipline which is firm without
being arbitrary. and rests on the
pupils appreciation of what is good
rather than the teachers power to
punish what is bad; in the personal
influence Of teachers, who, in the es-
sentfal Christian graces of patience,
helpfulness. integrity and sympathy
are worthy of the admiration and af-
lection of those swho for better or for
worse are bound to initiate them"