The Cairo bulletin., 1911-12-19

the children were playing In any
other school it would have been les
son hours In this school lesson hours
are those in which the children want
lessons, play hours are those In which
the>rhildren want to play. 1t being i'm
possible tae-AEsHe any nnauimity, some
Of the children play while others have
lessons, and vice versa. just as the
Children please.
They arrive when they like and go
home when they like But the teach
ers try 10 make the school so attrac
tive a place that the pupils will come
early and stay late.
Defense of TIE Project.
Radical" said Mr. Coryell, when
asked If this was not a radical depart
IRE from the ordinary school Yes,
radical in the method of teaching, but
not radical in the things taught. For
we teach the same things that are
taught in other schools, We so upon
the same principles laid down by Her
bert Spencer and by Froebel, which
amount TO this, that 1t is useless to try
to teach children about matters IN
which they have no interest
we believe that every child inner
its certain abilities and tastes from it9
parents, and that It Is our duty as
teachers to supply such environment
as will hest aid the child to develop
Itself along the lines 10 which it is
best suited We never teach doctrines
or opinions We teach facts and their
meanings. We try to show the child
4 how to think for itself and to form its
Gown opinions.
This can only be done in very small
] classes, for the work involves careful
personal study of each individual
child. The large classes Of the public
schools make It necessary to system
atize everything and to teach children
certain prescribed subjects. whether
these be useful or beneficial to them
or not.
we agree with DR.. Saleeby Of Eng
land that modern educational methods
are iii e examining a chiId's stomach
full OF a variety Of indigestible foods
aud Il IN giving him. an emetic to finc
out what he has retained the emetic
of course. being the school examina
ton. We give the child only tina
which his appetite Graves. then $50
need no examination emetic to fine
ont what he has retained
From Ounces to Great Thinkers,
THE fact Of boy doing we'll or q
at the ordinary schoorNbr college ha
no bearing on his future success
Many Of the greatest thinkers IN
world has oven seen were counte
ounces by their teachers. That wa
merely because the teachers were try
ing to make them learn things 70
which they had no taste
II told one Of my old professors .
Harvard recently that the universit
= men who had made great successes !
life had done It In spite Of and not h'
i, cause of what they learned at the IN
versity.
when ! sent my three sons to Ia
= ward told them to disregard mark
= and 10 study what they liked hes
! One of them went through with no
. ors. the other two we're, from the &C
= lege standpoint. failures, but this doc
not mean that they may not acbieN
= as great success In life as their brot
~ err
Il ut Is Just this principle that we a
Ia applying here. II is an experime
10 in education 1t may fail for lack
r.. support but do not think it. will III
school has been open only ten day
but We have Is pupils, a few of who
"A have not yet come, but are expect
in day or two They pay nothing I
90 tuition. Their parents subscribe
= not, as they like, to the support OF 8
- school AS matter of fact, they
d, do like, for they are all persons
~ terested in the cause,
et THE experiment Is worth tryif
he for the older method is failure. Y
ma public school teaching, or lack
nd teaching. is largely responsible for 7
~ increase in crime. The most int
III gent school teachers know this a.
re many Of them are watching this
H. pertinent OF ours with deep interes
MS How would It be possible \
Coryel, was asked, TO put such a 8