The Ocala banner. (Ocala, Marion County, Fla.) 1883-194?, 1906-06-22
-.~.srY NAME ON EDUCATION.

..d and BY what means 70 Inc Gnu "
Ds oDtsinsdi
rs..s are questions that need to
4. - nv every parent and teacher,
49, siudied by them ' :.
saucation only a memorizing OF
and rules? is school only a
nine for pouring into the empty
..a. 81 children all the knowledge
Il. textbook and that which the
teacher may possess?
o,,gbt not to be 50, for the heads
,,,dreu are not empty like a pail
. = 1,rs can only be filed by something
E. without being poured into it.
Tss minds Of children must grow
from within.
's -. result Of arousing this growth
- mind. directing it into proper
s.nnsls and developing its powers
~ end Is to at children to make the
,.st n their opportunities, to enable
tsem 10 live completely.
How then. is this end to be obtain
ed
o. going to school, you say, and
Lam All there Is in books. All
~o~ds n the spelling book must be
,.smorized: the reader must be gone
.hroueb again, or children must be
rnshed from fthe first reader to the
am As fast as they can pronounce
words fairly well; they must be car
"a through the arithmetic whether
NAV have learned to read numbers or
- To me, such is very poor edu-
cation II seems to promise much but
, q reality falls far short Of that which
enables the child make his own decis-
I lou about things; it leaves him able
4 grasp his opportunities in life; in
N ether words, 1t is not practical edu-
N cat;on-he cannot use it. knowledge
. i N little value If it is in such form
. that Il cannot be called into use by
A the owner. What we want is prac-
\ teal education.
LIE Is far too short to even hope to
N OF All knowledge, to have everything
N stored away In the mind for future
n use
The office of the school and the
uork OF the teacher is, to prepare the
child so that when he leaves school
\ Ne can enter the great school of life
and 20 on learning, meeting and
mastering obstacles. and make the
mast Of his opportunities.
M indeed. then, of memorizing word
M after world mean the letters used
M 10 SPELL these words the pupil should
N be taught the sounds Of the letters
and the signs or diacritical marks
that designate these sounds. These
constitute the key to the spelling.
Nm this key the learner will be graf
s.1ed to see with what facility he can
A unlock words and pronounce them
N without the aid of a teacher; he can
use It, II is practical.
n As soon as possible the child should
be taught some of the most common
parts that make UP words. For in
II he once learns that the pre-
re means back of again, when he
<3eets such words as return, remark,
= fhe at once knows that they mean
"a turn back, make again. If he learns
that I'm. when placed before a word
y means not, when he comes to such
" words as unkind, untrue. he at once
knows the meaning to be not kind,
not true, and so on.
a Il seems to me that a great deal
more time should be spent in teaching
pupils to read numbers and examples
IN arithmetic than is devoted to solv-
ing problems.
Children are too often allowed to
Work out oil the examples in each
case with the feeling that all the prob
lens Of life will appear to them under
set rule and its natural case and,
therefore, can be easily worked. The
child should be taught to read the
problem. see that is consists of a
statement and a question, discover
enat steps are necessary and how
many ne should know, too. with what
h'no q numbers he has to deal, wheth-
& concrete or abstract. Get him to
enaerstand that what the question
cs's TOT. that will the answer be.
naea ne can thus read an example
'ae work win be easy.
Is sad mistake for young chill
e'en @ go through books faster than
'aes are mastered It is an injustice
y taem and to the parents. 1t causes
Isn TO think that they know a great
sea' more than they do and when the
'ss'on Is revealed. as it is apt to
y h'er the result is disappointment.
Fto1 Lnean in Elnr,l. 81 H,.ka