Year: 1874

keen and yet generous crltlclsm5 VI 1ho pro
paratory schools should win for him the cor
dial gratitude of all who know the poverties
of those schools and their strange mistakes.
He has observed them acutely, and his con-
clusOns are worthy of q scholar of his char
acter and capacities. He gives special atten-
ton to the waste of time in technical prepara-
ton, declaring that the boy entering on classi-
cal instruction is too often prematurely set to
the study of Latin, and this is made his prin-
cipal occupation for several years, In such
sense as to exclude an energetic pursuit or
many useful studies, or at least to be the
excuse for the comparatively unproductlve
employment of some of the most important
years of schooling. Greek he adds, is like
wise begun at too early an age, with similar
consequences, which, however, do not always
take form so obvious or 80 aggravated.
prejudice against classical education, when
has become apparent in ths country during
the past few years, is, doubtless, partly the
result of this sort of teaching, which Is likely
to have a deadening effect upon the student.
There is no reason why boy of bright mind
and ordinary energy should not. under sys-
tenn more vigorous, sensible, and inspiring,
take foundation both classical and "prac-
"tical." We do not suggest cramming or
overwOrking; we have in mind an instruction
vivid and strong, which shall have nothing
lingering of the folly that permits the pupil
to recite perfectly by rote without more than
half understanding the matter OF his text
book. DR.. Porter is very clear upon the tend
ency to exact great deal from the mere
verbal memory-a tendency which exats not


L IL. yhn hau
ulty well developed to the injury OF those
whose acqulstive power works more slowly
because it is more comprehensive. lie Is
equally incsive in his language concerning
the Journalism of our modern schools, the
mechanical repettions and the worse than
mechanical reliance upon examinations. Yet
he gives routine its proper credit, and, in
deed. is kindly critic wherever he can con-
scientOusly be so.


A further objection which he notes against
classical schools is the growing disposition to
develop prematurely the generalHlng faculty
the absurdity of the unskillful teacher who
tries TO take his pupils into the metaphysics
and philosophy of mathematics and language
before they have won any sort of complete
knowledge OF Tie early details. Our wise critic
comes to another sad fault-which IS fault
not only in specially preparatory training but
in other branches of instruction-when he
speaks of a lack In intellectual spirit. The
ant. intelligent, and intuitive teacher who
makes himself the understanding friend of the
student and who has the art to bring some
nbases of the editorial faculty into his teach
ing is. we are afraid, rare being. When he
,s found, his fame goes down for many a long
year. Dr. Porter suggests that colleges should
give those students intending to become teach
ers a special training in thescience OF elementary
instruction. Nothing could be better. We
hope to hear advocated n similar special
training for teachers in all lower education.
For we have not forgotten that the defects
which the President of Yale ascribes so
frankly to college preparatory schools belong
in the majority to our system of common schools
Our readers may think of the professed Nor
NAL Schools. We, too, think of them, and
with all respect wonder that so many teachers
should leave them with wooden routine and
antiquated methods. As for the neglect of
general culture which President Porter
laments, there can be no cure save richer
curriculum, which can come only under dlt-
ferent system and idea of education.


We commend DR.. Porter's admirable paper
to the close and humble study of teachers.
May we have declarations equally acute and
sincere from other honOred scholars! When
such men so feel the responsibility of their
high gifts, we may begin to hope for the new
system of instruction, classical and practical,
which shall have ardOr, conscience, and COM
mon sense.