The St. Louis Republic. [volume] (St. Louis, Mo.) 1888-1919, 1903-01-18
TEACHING SCHOOL
BY INSlNUATlON.

| Special Correspondence Of The Sunday Republic.
New York. Jan. e.-Doctor Rice. editor OF
the Forum. in a recent address. claimed
that psychology Is passing from US in the
schools. and that it no longer occupies the
position 1t has occupied in recent years.
| The truth of his statement has been GEES
| toned by many school teachers, among
them C.. D. Fleming Of Brooklyn.
An account q an experiment now in opef-
alton NAV be helpful to determine the issue
and further serve as an Illustration Of the
methods of the present-day schoolmaster.
Some months ago the teachers of Gram
mar School No. l. Brooklyn. were asked to
submit a list of the most frequent errors
noted in the speech and writing OF their
pupils.
both primary and grammar classes. Il
amt" II SEEM" fits him. and Il done"
were among those that occurred oftenesr.
AT all times efforts are made in this
school and have been made in the past TO
correct the speech of the pupils when
necessary" said Mr.. Fleming.
That the same faults are constantly re-
CURING proves that the force of example Of
the teacher in speaking and the calling of
the attention of the pupil at the time of a
lapse in English is not sufficient TO cou~--
teract the tendency toward incorrect
preston. 20 -
Two forces are constantly at work. I,
duce the pupi, to use bad rather than 90 Z
English. These are imitation and emulas>
ton. The boy usually dislikes TO he DIFF
ferent from his playmates in speech. as well
as in other particulars
1T would excite mme and cause him
to be subjected to ridicuie. which the aver
age boy keeuly feels
The opposite feeling to the one described
Is emulation--the desire to be like his play
mates In consequence. he proceeds to imi-
tate the speech of his companions. be it cor
rect or incorrect.
That he does this consciously and ana
lives his feelings as indicated is not con-
tended. but a careful study of youthful ac-
ouafn'ances will usually bring a ready ac-
ceptance TO the above explanation.
The question arose Of how TO reinforce
the teacher outside the classroom, and how
70 induce the pupils to use correct English.
Psychology was called in to help solve tho
problems.
From that science the following dictum
was ootained: All actions leave a trace
and a tendency to act again along similar
INES lhls canon is Fundamentals and is
most valuable in establishing right habits.
1t may be more clearly apprehended if III.
mind be compared to a piece of increased
paper.
If the paper be creased il will he ,n,,pd
easier to fold again on the line Of the
crease than against ft-that is, IL will he
essisi 10 repeat an action once the inertia
OF the Initial attempt has been overcome.
Direct would not serve in this
instance TO accomplish wha was so,eht
would prove more protitabIe
provided some suitable form could he de-
sised. As we ain knowledge through con-
sciousness, 1t is advisable to use as many
hnes OF sense as possible.
Inc teachers usual mode Of approach
IN the STUDY OF grammar is through the
pupils sense of hearing; therefore II was
thought best to attack the pupil also
through his sense OF sight.
a stencil outfit was purchased and the
L did, I saw IT isn't, and
others were stenciled and displayed in the
playground.
No comment was made thereon. even the
teachers not being informed of the sirniS-
cancs of the same.
III was thought curiosity would cause
me boys and girls 10 repeat the sentences
JOIN orally and silently, thus producing the
lotion necessary to leave a trace and the
'endency to repeat the correct expression.
III 1t did not do SO at once, it would at
east create a doubt, which might be settled
oy an appeal to the mental image produced.
by the sense of eight.
.Inis experiment is at present in its sec
'nd stage, the gathering of the expressions
faulty English being the first.
some months hence the teachers will
ZEN oe ASKED to submit a list OF incorrect
IMPRESSIONS which they find in general use
.nen. This second list will be carefully conn
jared with the first to determine il possi-
lie the value of the experiment.
IL Is admitted that teachers are engaged
n the development of mind. and psychology
5 the science of mind,
"A knowledge of this science would seem
o De as necessary to the teacher rs
OF anatomy to the MUSICIAN.
ne analogy Is strong and evident. even
houSh certain Knowledge is not obtainable
reasoning by analogy"