New-York tribune. [volume] (New York [N.Y.]) 1866-1924, 1916-12-16
WRITING DOWN" TO CHILDREN
A Pe.imistie View Of Textbook, and a,
Whole Art of Teaching
o The Editor Of The Tribune.

To the Editor Of The Tribune.
Sir: As there are still quite few p.osl.
Who insist that the textbook used IN an,
public schools is perfectly adequate IN q,
methods for tho growing minds OF children
should like 70 be permitted few word. con.
corning this pet Of professional educstor
A textbook Is something which custom nr.
scribes for the minds Of The young Usual,
10 embodies q system 20 which the chnd,
mind is 20 be moulded" The Who'll. 20,
Torrance is misleading as throughou. a 49,.
tence Of infsllibility IS kept up The su.h,,
writes down" TO his unfortunat. child aud.
ence from tho lofty heights OF his sbsos,.
knowledge Of geography, or history, or sr,.h
metic, as the case may be. The children Ar.
taught 70 hold the book" sacred as Per
feet model.
The main thing for the child Is % do "a.
example or learn tho capitals o. the stat.
not to understand the reason for what \,
is doing or the meaning OF the work Teach.
ers who protest that the very thing they
do want is 20 have their pupils "understanS
their work are actually 80 blind a. N.
textbook enthusiasts. What they really var,
the child 10 understand is how the work !.
70 be done. In order tina. the lesson mar b.
got through with more easily, not phy itn
to be done at all, which last would be NOR.
difficult and far more important thing.
Textbooks, instead OF being an index .,
knowledge, are usually an index Of n.
writer's ignorance concerning how 70 preser,
his chosen subject and o, his lndEerac
in following In the same old nut Men who Ar.
wise and careful enough In their own orig.
nal investigations seem 20 feel 10 shame in
lansing into absolute lAziness when faced
with the difficult task o. putting down their
ideas INTEL gently for the use OF the young
Teachers. Of course, accept he textbook
uncomplainngly, az il aids them in maintain.
ing that attitude Of absolute authority which
they believe necessary IN order % keep their
pupils respect. To admit openly that yog
Cidn't quite understand anything would b.
fatal 20 the prestige OF your profession
And the questions OF young children ar.
nretty searching sometimes Thus the recs.
less welding Of authority and consequen,
harm 20 the child's mind. All unusual cues.
tions are slenced in the interest o. the se,
lesson, based upon the personal IDEAS Of n,
textbook author.
Better throw The textbooks into the dust
bin. rather than thvsrt the childs mental
progress In this manner. Have the teachers
prepare the lesson themselves from varied
sources and then think for themselves IN
Presenting their material 70 the pupils. Even
If the teachers lack ability, the result car
be no worse than At present Give the chill
dren books 20 write down their Own ideas o.
what the teacher gives them; make the class
procedure a discussion between teacher and
pupils. The result, think, will be 70 reduce
the number Of kid jokes based on answers
received in examinations.
Under such conditions moro men And
women OF ability might be attracted TO the
teaching profession, and a general improve.
ment in the school system result
a CRITIC.
Philadelphia. Penn, Dec 10, 1915.