The Washington herald. [volume] (Washington, D.C.) 1906-1939, 1910-03-10
GEMS FROM YOUNG PEOPLE.
Present systems of Teaching .,sistorx
Appears inadequate.

Appears Inadequate.
W II. O.. ia the New York San.
From pile OF public school exami-
nation papers submitted to me at the
home Of q teacher few evenings ago. I
take at random the following examples
Of the result Of the methods Of instruct
ION in vogue In the city schools
In one paper I found among the as
signed causes Of the American revolution
the following. The writs Of assis-
lance" and "rhe Navliansoh Act" One
pape- describes the writ Of assistance
IN this language: "A writ paper was
pass by the English Parrlinent that no
body was aloud to smother goods" one
speaks OF the 'writs of resistance. -
another of the Boston Flea Pantry -
another of the Decoration Of Indipen-
eds. One girl informs us that ethe writs
Of assistance means the cause made
from England 10 stealing and smuggling
goods" while another describes the writs
as follows: '"The writs of assistance the
British wanted 90 capture the Amerma-
cone"
one pupil speaks Of "smomogled''
(smuggled) goods. Another. enumerating
the causes Of the Revolutionary war.
says Paul Rever is light steeple
church 10 start about" Another says the
causes Of war were "the stamp Oct,
the lnVigtagion Oct. Boston the risstanee
OF the List, the Battle Port Bill" One
girl gravely informs US that THE Britch
starien from Lexington TO destroy some
mitrty stores a young Americ name
Paul Revere saw II singled whez the
Brish were going to start Battle Of Bunk
Ia Hill"
Asked what FIVE statesman were proml-
neut in the Revolution. one pupil replies.
"Abram Lile0l and G0riga Washington -
Another says The five statesmen are the
report for smuggling now 50 many un-
lawfully laws are made the every not
allowed to get cotton rice tobacco from
many country but British officers"
One girl tells as that the French lost
ed an their land in the new world and
made treat With Paris The same
girl says. THE minute men were men
that was always coneeiling money from
the neighboring town" \ classmate says
Of writs OF assistance: Trade and ex-
poral apprive lows and great did OF
eniggine was give. whatever that may
mean.
ORe Of the best things came across
was "the patriots built earthquakes
around Boston, and another good one
WIS the inclusion Of "Oklohoma" in the
list Of the thirteen original colonies.
The children from whose papers the
above extracts are taken. fornl a single
class IN one Of the Brooklyn schools. The
pupils range in age from ten 10 fourteen
wears, and judging from the names they
bear many are Of foreign parenfage. The
citations serve 20 illustrate the absurdlty
Of attempting TO Instruct very young
children IN history History is not an
elementary but an advanced study It
requires a matured mind Of we'll develop
cd powers and advanced in cultivation 70
comprehend the meaning and force OF
historical incident.
Young children should be taught only
those salient features Of the world
story that can be expressed in simple
words Of everydaw use No technical
words. no legal phrases should be en-
ployed unless capable of being under
stood by the simplest intelligence, and
then only after fun explanation of their
meaning These young minds should not
be confused By matters far ard away be-
yond their conception. Many Of these
children are not even grounded IN the
rGdiments of the language they essay
To speak. Yet they are asked not only
to memorize words OF whose signfnesnce
they can have no intelligent conception.
bat 10 describe political or governmental
measures before they can have learned
what politics and government mean.
You might as wei ask them to explain
the reductio cd absnrdum or esoteric
Buddhism. as for instance. to ask them
70 explain the theory Of taxation without
representation. It is wrong to make Of
their little minds mere lumber rooms
crammed with meaningless words.