3. Through what bodies of water must one pass in going in a steamer from Cincinnati to St. Petersburg ? 4. Name the political divisions of Europe, and give the Capital of each. Editors' Department. Object-Teaching. CONCERNING this system of training the youth of the primary schools there is at present in this 5. Give the Latitude and Longitude of Providence, New York, Washington, New Orleans, Havana, Paris, London, Rome, St. Petersburg, Vien-country, as well as in various portions of the Euna and Constantinople. 6. Name the principal lakes, rivers and mountains in Africa, and describe the rivers. 7. Describe six of the largest rivers in South America. 8. Asia. Name the bays, rivers and mountains in 9. Name the principal ranges of Mountains in Europe. 10. Name the principal places where wheat, cotton, sugar and rice are produced. HISTORY. ropean continent, much interest. If we rightly conceive the meaning of "object-teaching," it is, that the pupil may secure ideas through the most natural channels. The senses, the observation, the eye, the ear, the hands, the feet, the nose, should all lend a helping hand to the collection of intellectual knowledge. On this subject the Superintendent of Public Schools in Connecticut thus speaks in his annual report: "In the whole range of school instruction in this State, there is perhaps no place where there is so much need of change, and where improvements can be more effective than in primary schools and classes. The primary school-room should be made cheerful and pleasant, the seats should be conven2. Give an account of the settlement of Penn-lient for the children and suited to their age and sylvania. 1. Give an account of the settlement of Mary land. size, and all the surroundings should be such as 3. Name the principal events of 1775, and give will help to cultivate habits of neatness, a taste an account of the battle of Bunker Hill. 4. Describe the Stamp Act. 5. Name the principal events of 1776, and describe the battle of White Plains. for the beautiful and a love for the true and the good. The legitimate arts of amusing and interesting by means of objects, pictures and conversation, 6. Give the principal events in 1777, and give should be skillfully employed. The various emoan account of the surrender of Burgoyne. 7. Describe the battle of Monmouth and the massacre of Wyoming. 8. Give an account of the treachery of Arnold and the death of Andre. tions called out by the presence of new faces and strange objects are to be wisely guided till the primary school-room becomes an attractive place to the child, and the chasm between the home and the little world of the school-room is successfully 9. Name the principal events of 1781, and give bridged; and then should the special work of an account of the seige of Yorktown and the sur-school instruction commence, by giving the childrender of Lord Cornwallis. ren simple, familiar illustrations from objects about 10. Give an account of the life of Gen. Greene. them. Color, form, weight, number and locality, SPELLING. in succession, alternating and combined, should Piercing, physician, seige, feud, hypocrisy, pleu- receive special attention. The school-room should risy, impressible, impossible, excrescence, eviscer- be furnished with blocks of different forms and ate, irascible, scythe, effervescence, scissure, ava- sizes, the geometrical solids, diagrams, counters, lanche, parachute, zoophyte, zephyr, colleague, cards and blackboards, and with specimens of colloquy, rarefy, clarify, iterate, litigate, aqueduct, minerals, rocks, and pictures of flowers and aniequipage, liquefy, liquable, reminiscence, callous, mals. With the blocks and diagrams the pupils sieve, revenue, negotiate, associate, ingratiate, in- would be able to obtain accurate ideas of form and satiate, social, martial, glacial, sciential, fallacious, spacious, aqueous, dubious, osseous, serious, terrify, pommel, superficies, anchoret. size, and by applying them to surfaces and solids learn how to measure and compare different objects. They should be taught the exact length of an inch, a foot, a yard, &c., by visible illustration WHEN we have practiced good actions awhile, with an object before them. The primary, seconthey become easy; and when they are easy, we dary and tertiary colors, tints and shades, and harbegin to take pleasure in them; and when they mony of color can properly be taught in the priplease us we do them frequently; and by frequen-mary school. The first lessons in number should cy of acts they grow into a habit. You are unfaithful to your soul if you enfeeble its servant, the body; you are more unfaithful to it still if you enslave it to its servant. be given with objects, such as beans, counters or marbles, and the children taught the relative value of numbers with these objects before them. "The names of common plants, their form, color and parts, and to some extent, their qualities and use may be better taught in the primary school than after the child leaves it. The mineral and animal kingdom with their varied treasures and objects of interest would furnish an inexhaustible "The fundamental error lies in ignorance or supply of subjects for lessons, all interesting and false views of the laws of mental growth and deuseful. The whole book of nature is spread open velopment. Newton Bateman, Esq., Superintendent of Public Instruction in the State of Illinois, thus speaks of object-teaching: about them. The senses are the pioneers of all for the child and for the teacher, with almost an knowledge. The dawn and activity of the percepinfinite variety of objects, which, in some of their tive powers are always antecedent to those of the forms, are accessible to every teacher without cost. reflective. The eye is the child's first teacherThe child in the primary school is capable of ob- the ear the next. And for several years, the chief serving these objects, of noting their peculiarities work of education is to cultivate these organs. and relations, and of learning many useful lessons The child in its first gaze upon the strange new world into which it has entered, meets an object"By means of these exercises the perceptive lesson'-and long before the tongue has learned faculties are developed, and the habits of attention to lisp the simplest forms of speech, the eye has and observation formed. These faculties can be traced the outlines of a thousand objects, and recultivated at no other time so well as in childhood; veled in the beauty of their ever-varying forms and and if properly trained then, they become impor- colors. tant auxiliaries in all future culture and acquisition." "Instead of trying to make philosophers of children, which is impossible, we should seek to The Acting Superintendent of the State of New make accurate observers of them, which is possiYork, Emerson W. Keyes, Esq., in his last annual ble, and the foundation of all true philosophy. report, thus speaks of object-teaching: Instead of trying to force them to a knowledge of "Educators and intelligent friends of education the intellectual world, through books and disserhave long felt that our methods of instruction sig-tations and brain-work, we should lead them forth nally failed in producing salutary effects upon the into the magnificence of the material world, minds of young children. A growing conviction through the senses. Instead of bidding them open has taken possession of thinking and observing their minds to receive the wisdom of man through minds, that what the great mass of our people re- the dry dogmas of abstract science, we should simquire, is less a knowledge of facts from books than ply bid them open their eyes and ears, and let the the power to use books intelligently, in connec-wisdom of God flow in through the omnipresent tion with all other means and sources of informa- beauty of the grass-clad earth and glory-tinted tion. * * It was left for the distin- skies. Instead of bending the mind and soul and guished educator and philosopher, Pestalozzi, to body of the child to a preconceived theory of eduoriginate and to develop to some extent a system cation, only to accomplish a result more sad than of primary instruction more in harmony with na- ignorance itself, we should simply follow the path ture and the laws of mind. indicated by the finger of God as the immutable course of all mental development. "Object-lessons,' as they are termed, form an important part of this improved method of primary teaching." Teachers' Association. "This system, now more commonly known as 'object-teaching,' and for many years successfully practiced in the best schools of England and the continent, proceeds upon the rational assumption that the senses, the observing powers, are those through which the child chiefly and naturally gains a notion of things; that is, obtains information, knowledge, ideas. The reasoning and reflective MR. EDITOR: -The Teachers' Association of powers are latent in the mind of the young child, and are not brought into exercise until later in life, when its stock of ideas, its knowledge of things, and its powers of apprehension are so far complete as to require the use of these higher intellectual Secretary pro tem. agencies in conducting the further investigations South Kingstown held a meeting at Peacedale, in The President announced the objects of the of the soul in the domain of ALL TRUTH. To ad- meeting, and urged a prompt discussion of the dress these faculties, therefore, at an early age of question, "How can the interest in the public the pupil's progress, is productive of unfortunate schools be increased?" results, chiefly in one or two ways. In a child of It was discussed by Messrs. T. T. Tucker, P. C. naturally quick apprehension, these powers be- Sears and J. H. Tefft. Mr. J. J. Ladd, of Provicome unduly excited and stimulated; one of slow-dence, advocated THE R. I. SCHOOLMASTER as a er apprehension becomes stolid and indifferent, means of increasing the interest, and urged the discouraged by want of success, and disheartened teachers to support that journal by subscribing for by the sense of disgrace to which his backward- it. ness exposes him." Messrs. J. H. Tefft, P. C. Sears and J. Hull 1 12 50 63 500 were appointed a committee to make arrangements N. W. DeMunn, Principal Benefit Street for the next meeting. Grammar School, Providence,......... 3.06 Mr. J. J. Ladd was introduced as the lecturer Mary W. Armington, Graham Street Interfor the evening. He said that he did not propose mediate School, Providence, ..... to give a lecture, but to talk familiarly with the Mary E. Anthony, Benefit Street Intermeteachers on the question they had been discussing. diate School, (one room,) Providence,. By an apt illustration and pointed remark, he Lizzie A. Davis and Susan R. Joslyn, Benshowed the teacher his responsibility. After re- efit Street Primary School, Providence, ferring to the general complaint that the children J. H. Arnold. Portsmouth, District No. 5.. were not interested in the schools, he described William L. Chace, Chepachet....... the conduct of an interested scholar, both in and Miss Fanny Padelford, Elmwood Primary,. away from the school, then turning to the uninter- Mr. H. H. Brown, Glocester..... ested scholar he drew a striking contrast. He said Intermediate and Primary, Hammond St., that a teacher must understand and govern himself before he could govern others. He must learn to govern by close observation. A teacher must Mr. J. H. Tefft, Kingstown,... be punctual, keep his promises, teach common sense with the studies, and encourage the children to try. A vote of thanks was presented to Mr. Ladd for his interesting lecture; also to Messrs. Hazard for the use of hall. The Association then adjourned. SECRETARY PRO TEM. -Narraganset Times. Contributions. THE following contributions have been received in compliance with a resolution passed at a recent meeting of the Rhode Island Institute of Instruction, held at Carolina Mills, for the relief of the sick and wounded soldiers: Previously reported,....... Mr. G. M. Bently, Pub. School. Hopkinton, Mr. A. A. Lillibridge.......do.........do. Miss Kate Pendleton, No. 11, Watch Hill, Providence, .... Miss Mary E. Barber, Kingstown,......... Miss Mary M. Shelley, Primary, Ring St., Miss Maria Essex, Prinary, Potter's Aven- Miss Elizabeth Helme, Primary, Walling mary, Warren,....... 2.00 58 15 325 13 50 62 100 ... 100 175 3 12 1 03 50 180 25 45 42 ............ $88 02 We regret that the good people of Centreville 1 25 are to be deprived of the valuable services of our 85 old, tried and true fellow-laborer, A. R. Adams, 1 52 Esq. This gentleman has labored many years in 36 Centreville, and with marked success. He is now 36 teaching at River Point. In every good word and 1 00 work our old friend is always ready. 28 75 WE are indebted to the Hon. Charles Sumner 82 for a copy of the Speech of the Hon. B. F. Wade, 57 of Ohio, in the Senate of the United States, April 38 21st, 1862. His subject is, Traitors and their 40 Sympathizers. Would that those burning words 35 of truth and patriotic eloquence might find an ut73 terance in every household of our land. The B. J. Schoolmaster. JULY, 1862. VOLUME EIGHT. For the Schoolmaster. Political Education. B. Mr. Status. Good evening, Mr. Gradus*; I am glad to meet you this evening, for I have a new difficulty to present for your consideration. You are always so ready to lend a helping hand that I shall expect, if any one could give me relief, to receive it from you. But I must say, in honesty, that I very much doubt your ability to free me from my present embar rassment. Mr. Gradus. Good evening, sir. Thank you for your kind words, but what can be the extremity into which you are brought to-night. From your representations it must be something unusual. I am not accustomed to find you so NUMBER SEVEN. desponding. Have you found some fresh difficulty in your new method of biquadratics, or is it some extreme case of school discipline which has taxed your patience to exhaustion and rendered you so nervous this evening? An en One Mr. Status. Oh, nothing of either. tirely different question, I assure you. which has indeed exhausted my patience, though. Mr. Gradus. Possible? Pray, what can it be, then. Do not keep me in suspense. Mr. Status. Well, then, it is this new department in THE SCHOOLMASTer. What can these editors think! Why is it to be supposed that every subject within the range of human thought is to be mastered and taught by every schoolmaster in the State? Mr. Gradus. Every teacher should endeavor, certainly, to approach as near that standard as possible. The perfect teacher will know all things, and be able to present any knowledge systematically and without ambiguity. Mr. Status. But just look at the subjects to There are all the be treated the coming year. -tics and -ologies and -ures imaginable. I can never understand it all, and beyond all that, I don't believe it wise to discuss all these subjects. * For the special benefit of the unlearned, the editor deems it not inappropriate (although contrary to the custom of the Honorable and Distinguished Homer Wilbur, A. M.) to translate all Latin terms. Hence, he begs respectfully to state that he has selected the words gradus and status with particular reference to their classical meaning. Gradus signifies a step a pace; and is chosen because the gentleman who assumes this nomen is a progressive man. He is constantly stepping forward. Ennius says, proferre gradum; and Livy uses the follow- What is the advantage of didactics and geology ing words: Piditum aciem instructam pleno gradu in and botany, especially in our common schools? hostem inducit. So this man Gradus is supposed to re- And then to cap the climax, "Political Educapresent the class of go-ahead men,-progressives,-step- tion"! by-step men. Mr. Gradus. It makes you sigh for "the good old times," does it? Mr. Status. Indeed, it does. But, really, my friend, is not that a step in the wrong direction, and a pretty long one, too? Status, on the contrary, is a verbal noun-neutre, not active, from sto, stare, to stand; i. e., to stand still; and so in its intensive force to stand still so severely as to go backwards. As Plautus remarks, In statu stat senex. This senex is the identical old man we mean, albeit he may be but thirty or forty years of age, possibly not twenty-five. In the gear of the present age Mr. Status is the conservative, i. e., the hold-back, the breeeching. to He has great regard for the recepti inter veteres mores.' Mr. Gradus. Why what are your objections freedom of political opinion. Our public schools should never be used to teach politics. Mr. Gradus. But did you not read the introductory article in the last number of THE SCHOOLMASTER, in which the term political education was defined? Mr. Status. Oh! that dry old document of the Constitution! What can there be useful or interesting in that to the boys and girls in our Schools? Mr. Gradus. I think there may be found much that is both interesting and useful-highMr. Status. No, I did not see the last num-ly useful. Are you much acquainted with the What was the definition? I suppose the Constitution? term political needs no explanation. Political relates to politics. ber. Mr. Gradus. True. Mr. Status. Well, yes, some. I have read it, and frequently referred to it in some useless disBut all depends upon cussion, in which I chanced at some time to get the kind of relation. It was distinctly stated interested; and now I think of it, since the in the article to which I refer, that the editor breaking out of this miserable rebellion I have did not propose to make politicians nor to dis-had occasion to consult the musty old document cuss the peculiar doctrines of the political par with some fresh interest. ties. Mr. Status. Pray, what can be his aim, then? Where is the propriety of using the term political, if there is to be no reference to politics? Mr. Gradus. The word is used in its primitive and its proper sense. It is derived, you know, from the Latin polites, from polis, a city and has reference to the citizen. The article tells us that the design of the series is to discuss the duties of the citizen, and to give such useful hints as shall prove available in practical life. I think, Mr. Status, you can hardly call that an interference with political freedom or teaching politics. Mr. Gradus. I dare say you have. Nor are you the only one. A new importance attaches to all the principles of our government. But I have an engagement at six, and must bid you good evening. I hope we shall find an article in the next SCHOOLMASTER Upon some point in the Constitution. If so, after reading it, we will pursue this subject. Good evening, sir. Mr. Status. Good evening. FLOWERS.-Flowers were not made just to bloom and fade where they grow, but to be plucked and carried on with us into the winter time;. to make the memory sweet, and the heart Mr. Status. Why, no. But is that the de- a garden; to blossom in the song; to spring up sign? If so, it is surely not open to that objec- in the sermon; to be beautiful and blessed evetion. But do you think that the discussion of rywhere. The garden has ever been, since the such questions can be profitable? I am sure I days of Eve, the paradise of women. "The do not know what could be said, proper for an curse of banishment," says Julia Kavanaugh, educational journal, upon the duties of the citi- that fell on both her and Adam, touched her zen, except to tell him to obey the laws, and more nearly. After his fall, Eden itself could any body knows that that ought to be done. no more have been the limit of his hopes and The point should be to induce them to do as desires, but Eve, if allowed to do so, could well as they know how; and I am sure I do have lingered in the happy place forever. Her not think a series of articles in THE SCHOOL- daughters still love what she loved, and wherMASTER will prevent any rascal from stealing. ever they dwell, in the wild or in the city, there Mr. Gradus. Perhaps not. But something too are the flowers which Eve first tended in else is necessary, I fancy, in the education of a Eden." citizen. It may do well enough for a subject to obey the laws passed by the noble (?) lords, TEACHING CHILDREN.-Do all in your power sanctioned by the king and executed by the of- to teach your children self-government. If a ficers of the crown. But we, the citizens of a child is passionate, teach him by example, and republic, are all law-makers, as well as law- use gentle and patient means to curb his temper. keepers; and I hold it absolutely necessary to If he is greedy, cultivate liberality in him. If the well-being of a republic that the people should he is sulky, charm him out of it by encourag understand the entire plan of government. For ing frank good-humor. If he is indolent, acexample: every citizen, every school-boy, should custom him to exertion. If pride makes his know thoroughly and perfectly the United States obedience reluctant, subdue him by counsel or Constitution and the general laws and principles discipline. In short, give your children the of government growing out of it. habit of overcoming their besetting sin. |