Alexandria gazette. [volume] (Alexandria, D.C.) 1834-1974, 1912-01-15

multiplying in their heads before they
even knew figures. Picture books with
animals flowers. letters and so on are
scattered about the table and the chill
dren take them up and ask questions
about they just as they please.
One day when visitor called 10
see the school at work he was told
the children were playing. In any
other school 1t 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 children want 10 play. It being inn
possible 10 have any unanimity, 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 tie teach
ers try 10 make the school so attrac-
tive Il place thai the pupils will come
early and stay late.
Defense Of the Project.
Radical" said Mr. CoryeIl when
asked ii this was not radical depart
ure from The ordinary schcol Yes,
radical in the method OF teaching. but
not radical in the things taught. Gor
We teach the same things that are
taught in other schools We so upon
the same principles laid down by Her
bert Spencer and BIZ Froebel, which
amount to this, that it is useless 20 try
to teach children about matters in
which they have no Interest,
we believe that every child lnher-
it's certain abilities. and tastes from its
parents, and that it is our duty as
teachers TO supply such environment
as will best aid the child 10 develop
itself along the lines to which il Is
best suited We never teach doctrines
or opinions. We teach facts and their
meanings. We Try 10 show The child
how 10 think for itself and to form its
own opinions.
This can only be done in very small
classes for the work involves careful
child. The large classes OF the public
schools make i; necessary 10 system
atize everything and To teach children
certain prescribed subjects. whether
these be useful or beneficial 10 them
or not.
We agree with DR.. Salceby of Eng
land that modern educational methods
are like examining child's stomach
full OF a variety OF indgesliblc foods
and then giving him an cmeiiC to find
ont what he has retained-the cmctic,
Of course. being the school cXamina-
ton. We give the child oni? That
which his appetite Graves. then We
need no examination emetic ~ find
out what he has retained.
From Ounces 20 Great Thinkers.
THE fact OF hoy doing we'll or Ill
nj the ordinary school or college has
no bearing on his future Success.
Many OF the greatest thinkers the
ounces, By their teachers That WAS
merely because the teachers were try
ing to make them learn things for
which they had no taste.
Il told one Of my old professors At
Harvard recently that the university
men who had made great successes in
life had done Il in spite Of. and not he.
cause OF what they learned al the uni
versity.
When sent MY three sons to ifar.
ward told them to disregard marks
and TO study what they liked best.
One nj them went through with hon
ors, the other two were, from the col
loge standpoint. failures. but this does
NOT mean that they may not achieve
as great success In life as their broth
or.
IT is just this principle that We arc
applying here. Il is an experiment
IL education. Il may fail for lack ot
support. blit do not think Il Will The
school has been open only ten DAYS.
but We have Il pupils. few of whom
have not yet come. bit are expected
in day or two. They pay nothing for
tuition. Their parents subscribe or
not, a. they like = ne support Of The
school As matter CT fact they al