WHAT PROGRESS?--What have we learned in the art of teaching during the past ten or fifteen years? We have learned that conversational tones, not the bellowing of the rostrum, are proper in both teacher and pupil; that spelling is best taught by having scholars write the words; that writing should commence when children enter school; that adding and subtracting by 1's should commence in the lowest class, after which beginning, children are able to construct all the tables themselves; that children can learn to sing by note as early and as well as they learn to read from a book; that drawing is quite as useful, practical, and easily learned as any other branch-there is no trade in which it is not necessary, no condition in life in which it is not available; that good order is in the manner of the teacher more than in the particular method of governing; that written examinations are the best means of securing thoroughness; that calisthenics is injurious and phonics folly; that the teacher is not bound to change character bred in the bone, to root out faults of congenital inheritance or faults implanted by social relations, or false religious teachings over which the teacher has no control. In fact we have learned that the teacher can do much, but cannot do everything.-Chicago Teacher. under improper circumstances is injur ious, we wonder how people could have been so insane as to put children through a spiritless routine of aimless motions. We have been foolish in our day; we have had on the gloves; we have gone through the folly of fencing. But we are proud to say that we never led a roomful of children in physical exercises; we never made ourselves ridiculous before our pupils by sparring at space, or striking immensity below the belt. The best medical authorities state that the physical exercises of our schools are not only useless for health, but positively injurious to it. It is gradually dawning upon people that exercise, to be beneficial, must be exuberant, spontaneous, voluntary, selfsuggested. So much for physical exercises. The second species of folly which we have outgrown is phonics, or foniks, as the science is more appropriately designated. It was the plan some time ago to indicate the pronunciation of words by means of alphabetical equivalents and arbitrary marks whose appearance were enough to frighten the Danes. For example, the word exactly, according to the phonic fools, would appear as eggzaktlee. Other words would appear in masks stili more grotesque, but the resources of our printing-house are not sufficient to represent them. Suffice it to say that the frightful appearance of fonick follies in the English language, which the written work of our pupils presented, put so many of them into spasms and convulsions, and brought on the rickets in so many cases, that the experiment was given up as a philosophical but injudicious undertaking. But the written phonics was innocuous compared with the oral phonics PHONICS.It is appalling to think which our teachers were compelled to what depths of nonsense we have waded indulge in by the command of the reignthrough during the last decade of educa- ing powers. With explosive utterances tional revival in this country. We are of oh! ah! oo! aw! ow! aroor! cearcow! not yet recovered from all our education- cearcowawugh! the teachers made themal eruptions, but it is consoling to think selves so conspicuous on the streets that that we are convalescent. We had calis- they were arrested on every street corne thenics once; we had it bad. Knowing by a druggist's clerk, who gallantly offer now that those forced physical exercises ed them a seidlitz powder to settle their are injurious, as the action of any organ stomach. We do not now phonick so SUGGESTIONS TO TEACHERS. much as we phonicked phormerly. The the tail is a tail and the head is a head, truth is that phonic analysis, as an aid to goaded by their own sheepishness, they pronunciation, is simply a waste of time. foolishly fly to the other extreme and If we wish to teach a child a certain even deny that the tail is a tail. Now this sound, the best plan is to make him re- is just the difficulty with the Teacher. We peat a number of words in which that do not know, but we dare suspect that sound is an essential element. If a child Brother Mahoney has himself been an ensays dis instead of this, let him be order-thusiastic jumpist in the flock. Give the ed to say those, these, them, that, there, then, tail a chance, we say.—National Normal. thy, beneath, bequeath, etc., till he catches the proper sound. A child is hindered in acquiring an elegant pronunciation by the explosive efforts of phonic analysis. If this be doubted, let any one try the analysis of the word earth, and note into what absurdities the experiment will lead. Phonics is good to strengthen the abdominal muscles, and that's all it's good for. In the matter of phonics, pray let us have peace.-Chicago Teacher. Order is absolutely essential to success, and no teacher should omit any steps necessary to secure it. Begin, then, your discipline the first day of school. Move classes by signal, and see that they move quietly and in order. If the signal is given to rise, see that every pupil has risen before the next signal is given. Almost any signal is preferable to a bell. Always have separate recesses; and here, too, have order. Do not permit pupils, at the signal for recess, to rush pellmell in a general scramble to see who can perfect discipline, by having pupils rise and pass out in regular order. Permit no communication between pupils of different desks, without permission; and absolutely prohibit snapping fingers or like means to call the teacher's attention. Never allow a pupil to interrupt a recitation by questions, or to ap proach you while hearing a recitation. Pupils should never be permitted to argue with a teacher or talk back, when once decision is given. Of course this has no reference to legitimate discussion of a lesson. THE Chicago Teacher should “studiously investigate" a little concerning the matter of Phonics before it brushes them all aside with one fell sweep of its new-first get out of the house: but maintain broom judgment. Phonics are not all for nix. (We firmly resolved when we began not to do that, but it is done, so) Phonics have suffered just as every improving element of good instruction has suffered when first introduced. The foolishness is not in the calisthenics, nor in the object lessons, or in the phonics, but in the fool-teachers who, as soon as any one offers an idea in methods as an aid to education are immediately seized with an insane purpose to make education an aid to the idea. Some genius suggests that instruction may be enlivened if the teacher add to the teachings from the books appropriate illustrations from the objects within his own observation and the observation of the pupils. Immediately the educational world stands upon its head, in order to give this its merest caudal the position of its capital extremity. one or two "leading educators" declare that this tail is the head-the rest of the flock jumps because the leaders did. In time the truth dawns upon these weak and excitable minds. They discover that the tail is not the dead, but instead of wisely settling down to an admission that The law will sustain a teacher in a judicious infliction of corporal punishment; but it should be remembered that the teacher who relies upon the rod is an absolute failure. Do not neglect the school while hearing recitation or giving an example at the board. Let your eye take in the whole school-rcom. Keep no pupils in at recess or noon, or after school, as a punishment. Use the rod only when absolutely necessary, and then with judgment. Do not pinch, pull hair, box ears, or strike a child upon the head in any manner, and avoid the use | let them go out and play or lie down and of the ferule. sleep. Pupils should not be allowed to lounge against the wall or the desk, or lean upon each other when called upon to stand, but should stand firmly upon both feet, and stand alone. Make a programme of exercises as soon as possible, and follow it. Teachers should be guarded in their language, conduct, and appearance in the presence of pupils, who should be taught good morals and good manners, as well as to be neat and tidy. Allow no tattling: it is a most pernicious habit. Do not discourage a pupil by getting out of patience. Never try to make a child understand anything when he is disheartened or has no interest in the subject. It is time thrown away. Assign short lessons,and require prompt recitation. It is advisable to correct mistakes when made, in any recitation. In reading, special care should be taken to see that the lesson is understood before reading, and no pupil should read until the verse has been first read by the teachcr. If the pupil should fail to get the proper inflection, the verse should again be read by the teacher and the pupil made to repeat it. Never let them get in the habit of reading by spelling each word aloud, and then pronouncing. Do not try to have pupils in a reading class get · definitions,” but rather let them spend the time in studying the reading lesson. Getting definitions is no part of learning to read, and is a source of perpetual dislike to the pupils and annoyance to the teacher. Make writing a recitation, giving it your whole attention for the time assigned it. If there be outline maps in the school, use them. They are valuable, not only for class recitation, but can be used with excellent effect in "whole-school" recitations, as they are called. Look carefully after the welfare of the little ones, both in school and on the playground. Do not be too rigid with them. If they get tired and sleepy, either Avoid, as far as possible, the use of a chair or text-books in hearing recitations. Never fail to review the lesson of the preceding day. The reviews should be frequent and thorough. A teacher should be full of energy, enthusiasm and life. Pupils catch the spirit of the teacher; and when the latter is wide awake, they are seldom listless. Visit the patrons, and avoid all tendency to gossip about members of the district. You cannot be too careful what you say. Listen kindly to all advice concerning the management of the school, but use caution in adopting it. Take a good school journal, and strive not only to advance the school, but to improve yourself.— Michigan Teacher. PRAISE CHILDREN. There is an old superstition that praise is too good a thing to be given to children; that it is too rich for their mental and moral digestion. Some parents are so afraid that a child will grow proud that they never praise him, and this course is often disastrous. It is apt to produce either too much self-assertionit is a legitimate outgrowth of the withholding of commendation to which one is entitled-or to engender a self-distrust or melancholy hopelessness of disposi tion. Praise is sunshine to a child, and there is no child that does not need it. It is the high reward for one's struggles to do right. Thomas Hughes says that you never can get a man's best out of him without praise. You certainly can never get a child's best out of him without praise. Many a sensitive child, we believe, dies of hunger for kind commendation. Many a child, starving for the praise that a parent should give, runs off eagerly after the designing flattery of others. To withhold praise where it is due, is dishonest, and, in the case of a child, often leaves a stinging sense of injustice. Motives of common justice, as well as regard for the future of the child, should influence the parent to give generous praise for all that it deserves. Of course there is a difference in the consti- | present system of education, has been a tution of children. Some cannot bear so growth no less constant. In neither case much praise as others, and some need a is the development complete. Although great deal. It should never be indis- we have been moving steadily onward, criminate. We remember a wonderful we have not yet reached our ideal repubwoman who taught school in one village lic; neither have we realized our ideal in until she had educated a part of three education. We are only beginning to see generations. She was one of the most the light. While we can justly claim successful of teachers. But her success that much has been done, we are at the lay in her gift of praising with discrim- same time forced to admit that much still ination. A bad boy who was a good remains to be done. scholar got praised for his brilliancy, sandwiched between her abomination for his bad behavior, and so was won to a better life; and we recall a good girl who had no gift of learning rapidly, but was saved from utter despair by the praise she got for her untiring industry. Into the discouraged heart of the children the praise of the teacher came like sunlight. And the virtues, like other fruits, can only ripen in the sunshine.-Rev. E. Eggleston. Should the Public School System Support High In some sections of the Union, the question of providing elementary instruction is still the absorbing question; but in Missouri, the great problem pressing for solution is "How can we fill up the gap now existing between the public school and our higher institutions of learning "" The fact that many of our colleges are languishing for support and the attendance upon our State University but small, compared with what it should be, proves beyond doubt the existence of this gap. The fact that most of these institutions are compelled in self-defense to maintain a preparatory department, affords still fur BY GEO. L. OSBORNE, SUPT. OF SCHOOLS, ther proof of its existence. Perhaps some LOUISIANA, MO. may ask, "How came this condition of (A Paper read before the Missouri State Teachers' things when so much merit is claimed Association.) for the public schools?" The question is easily answered. The establishment of free district schools has had the effect of closing most of the academies which, under the old regime, were the natural feeders of the college. The existence of the gap in question, is no argument against public schools in principle; it only shows that they have not yet grown to the full measure of requirement; that a further development is necessary to complete the connection. The American system of education is the necessary outgrowth of our free institutions. Universal education and universal freedom go hand in hand, the one dependent upon the other. History and experience teach that government and education keep pace with each other. As is the government, so is its system of education. With us, the irregular system of educating by means of select school, academy and college, was just as surely destined to give place to public school, college, and university, as was the confederation of ninety years ago to be merged into the grander republic of to-day. The old system of education was quite as inadequate to secure the general diffusion of knowledge as was the confederation to guarantee the rights of its citizens. The establishment of public High Schools. transition from the old form of govern. ment to our present proud nationality has been a steady growth of almost a century. The change from the academic to our 2-Vol. IV, No. 3. There is some diversity of opinion as to the kind of school that should be selected for this purpose. Some, claiming that public education should not be extended beyond the district school, favor the academy. Others take a more liberal view of the subject, and advocate the The friends of the academy claim that High Schools cannot rightfully be maintained at the public expense. While admitting the right of the States to provide for elementary education, they argue that be successfully maintained in connection with the district schools at a very small additional expense. The High School, too, being a part of a regular system of schools, has the advantage in point of uni to provide for advanced instruction is It is sometimes objected that High Schools do not afford the advanced training necessary to prepare pupils to enter College. Should this charge be true, (and in many cases it is not,) it is no argument against the ability of High Schools to furnish such training. Is is only an evidence that High Schools, like district schools and Universities, are the result of a growth in education; and that some of them have not yet reached the required standard. Besides, as long as teachers differ in attainments, ability, will, power, and tact, very similar criticisms may be passed upon some schools of every grade, from primary to University. The people may furnish all that is required at their hands, and yet our schools will be largely as the teachers make them. It is sometimes argued that the High School can not be made to occupy completely the ground between the district school on the one hand, and the College and University, on the other; that with High Schools in full operation, there will yet remain a place for the academy to fill. To me it is difficult to conceive of a case in which the academy can justly lay claim to this assumed superiority. In fact the High School has the advantage in many particulars. Being supplemental to the higher grades of the district school, it receives its students prepared to enter at once upon the advanced course; while the academy being sustained by individual patronage, is called upon to do more or less preparatory work. Again, in many instances where academies cannot be sustained, high school departments can The fact that district schools have had the effect of closing most of the acade mies, shows that far too many of our people are content with giving their children an education of the most elementary kind; and, further, that very many of our teachers are totally indifferent to the claims of higher education. The remedy is plain. The Professors in University, College, and Normal School, and the teachers in the public school must work together to insure success. Our whole educational force must be made available. Some of our college men must come down from the pedestal of superiority upon which they have heretofore stood, and strike hands with the humbler members of the teacher's profession. This exclusiveness has produced a species of antagonism on the part of teachers in the public schools, which has been detrimental to both public school and college. It has led to the popular fallacy that the two classes of institutions have no interest in common, and has exercised no small influence in retarding the establishment of the High School which, in the new order of things, is the natural substitute for the Academy. What |