Show A BETTER PLAN PIAN of TEACHING Improve improvements menta suggested bugge sted ly by poor results in school work in a recent number 0 of tile the boston transcript a correspondent directs attention to the fact that school methods and school curricula arn stilt still very poorly adjusted to the needs of pupils the edu system considered as a body of teachers organized under superintend nta ants tru trustees steeg etc with tax laws lawa line fine school 1 buildings books apparatus and the like has haa bal in ili tho the last halt half century R a magnificent development there haj hai been money to bhend and it has haa pure purchased hed a large equipment but the large development of me machinery of education under 1 administration has haa t An ld very ver n naturally a to crystalline go the crude ine methods d Is 0 ot I 1 former method rueth suitable enough perhaps for ft ili s acco according iding to the ideas of those times kilt but clearly not suited bulled to lo mil lilt age and classes of stitt students lents for all time progress in pedagogy has accordingly ipen been slow blow and people wonder why their children go to suli seb ool so long and boarn arn so little schools as well as public schools qc bools have in many caws cases been slow to adapt ways wars end means to the varying needs of 0 thor their different classes cla saca the correspondent of the transcript thai the higher bianchio bian chiw tau bauit at in the high schools are arc not necessarily more difficult than the subjects taught in the grammar schools adi ta of arithmetic for example are arc harder than the elements elemen men f s of algebra or geometry g co metry geogre phy as commonly tau taught in the grammar schools Is as as the elements of bota botany ny ana physics latin which was not 10 too much for the roman ie b boy 1 0 y of 6 Is not inherently too 17 f for 0 r young child children ren certainly I 1 not ot moro more difficult lini cult than english brammar grammar in the tha higher grades we a shall I 1 a I 1 fend says t he writer that latin does not pre present s ent em barras bing if re do d 0 not require qui fe gloal of f our tammar grammar school pupils more teh technical latin grammar than cicero know w i of course a teacher may by hla method make latin a lead language kf as ho he does docs german french and even english but that Is not the fault of the latin the point however to be kept in law bew la Is that some home subjects now taught 1 in the high schools could be taught an well in the grammar school sIt it lii ili a mere question of curriculum making tile the poston boston school committee Is ace accordingly or commended for introducing latin modern languages and algebra in the grammar grades the barrenness of th ordinary grammar school cuni culum it Is criticized criticised for six long years the pupil Is kept at little else than geography history of the united states physiology 5 on and I 1 grammar this monotony of intel 1 diet la Is exceedingly tiresome and deadens interest the present curriculum la Is overcrowded says the defender of present arrangements and there is no room for more st studies very true it if the list la Is not to be overhauled and reformed but a better conception of the amount of time a pupil should give alve to his vailous studies and better ways of teaching will make the required loom to berin begin with much ts Is now taught in arithmetic and geog raphy t that hat is s of little practical valus value the time given to these subjects i con be cut down doan technical grammar may be omitted emitted except in the two highest trades grades in the lower grades training in speece and writing may be given in actual practice in speaking and writing in the school chool oom loom good english Is not by y children from books on grammar As for fol the study of grammar jn in tile the hither higher grades the study of latin sayi the transcripts tran cripes correspondent notile throw light 1 on I english grammar and english grammar en cn latin khammar to an extent to make both more interesting and shorten tile the time otherwise necessary for both in ili like manner al gelita would give the pupil a new point of view from arac wb which h to study a number of topics in arithmetic A much needed reform Is to dispense aith readers altogether and stop teaching separately subjects that can bo be taught together says tile the wilter wilier very forcibly reading heading composition composite compo siti spelling citing and penmanship should not Z tie chiau taught aa a separate parate he branches but lai laidely laig gely cly if 1 not lot wholly in connection with what may bo be called the thought studies s of the he curriculum geography history arithmetic science literature etc there I 1 3 no need of a regular special hour in school for reading nor Is theto eny any need of the traditional school I 1 leader eader A pupil learn i to read better and with vastly greater in forest by reading about the sania same topics w which aich he Is 15 1 5 studying in the thought than by reading school leaders ile he ought to read on history on geography on natural history and on literature ile he ought not only to learn to read but lie he ought at the same e lime am read to learn la in this way the reading would help him a iong in ili these other studies to an extent which would save most it not all the time now devoted to aimless reading readi ncr disconnected from the other school studies in like manner pupils to be trained to witte with facility fac c I 1 illy and ease as well as with mith grammatical nia accuracy by writing C compositions 0 m post not lot on subjects which have no connection with their other studies but on oil topics in geography geogia phy lit history story science and literature much of the drawing can in like manner be taught in ili a way to have a direct and helpful hearing bearing on oil other studies the problem of learning more in a shorter time Is to be solved it Is clear not lot by morely merely adding or subtract subtracting in but by coordinating co and directing all the various lines of work in the school room to the accomplishment ot or the objects tile the educator has in view |