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Show I'UDVII &U3IMEI. MlllMII,. II r. I'.rkrr Hr.ilt nllli lie Sulijrctt of KtAllng nnd SIttlioJ.' On Trlday aflernooe Colonel Parker, returning lilt itrlei of addiema at Pron, eald he wltheil to continue the itject of readlue, lo llluilrate Hie prlu Mplei of Irarulrg to Uorh rinding. rind-ing. Teacher, have nlwaji Ulievtd, Mid he, Hut there wai lomi thing letter let-ter aheid, and liavi alweyi Itrn H'orchlnit utter imlhodr. The (J.r-hiant (J.r-hiant loft thu a, h, o lurlhod .'kiujrari aio, nml went tu Ihe lionlc; aud It It gnv-l for Hum, teoaute they have n phinctlo language, nnd wu luvu net. Tho I'feneh dllruvered Iho word mrlhod aoiiievhat later; ilieao-cllrd word lulllliir- tmlhod followed; thu icnlencu method had It. day; nu I all tluiu wire Iho work uf tetchort who wcro In iratch ol aiuitlhliig lielter than they had. Hut mi Ihod It not al!;therc li danger In methodtuioJ Ina inichnnlcal way, at Hiiend Inttealof at a meani. Me hull It net a flntllly, It It only duvli-. I proUll agaluit a tyit.ln of (ellyde tallt which aru tat Ihe tutgiuw h of principle lu the roul uf Iho teacher. Illlnil following of tornu onu elit'i inelhovl. makeilduinn artliait In.tead of 'nu aillit, and a true tiachirini.it be I nn artlit. When iitio pretumra to U- lluve he Im ii er.ect inithoil, ho commit, com-mit, a tin. I.ttevcry.uperliit-nlelit Uacli hit trachen tj be fne to Invettl-gate Invettl-gate dlvlnu truth for tliemtelvie. I pletd fur the li,d-rwud. of lio teacher. If nil do ul nlite, no one cull help nnnlhei; thirefure their l-eullarltlrtare valuible. ' l.acli for all aul all for ele'h" It the truurule. It lldlirirrnce which glvri npporlunl ty to Improve. Too many teuliere aro working uut Iho dettllt of ruethodt aul lotlni tight of principle,; thatlt the trouble. Taking n word letter by letter It nit right. It im been Ivllevel rUht, and bully In Maitichuielt. nine-tenth! of nil Ihe children learn to read by the alphabet methoJ. Hive a whole word, forlhatlttheiymbolofan Uoi, while a letter It not. What It lulereit and whtt arouiei ll In a child? Inlereitli nuuivtloulngattltildoofmlnd, and the eagerueil of Ihe ipiettlotllng lueuvuret the depth of theiutcri-tt. Theru It good lu phonlcv, but It duet not belong to primary clu.tet. They care nothing about II. We mutt arouie In thrm feeling an I emotion II wu would tpen tho underttiuJliig. Old hat to ordered It that Iho chill mutt havo tho bait and truett material! materi-al! ut thought. Which It' better, mechanical nadlngof a high grade or an active piwer of thought? Iloth are dcilrable, but I pliicv ower of thought llrtl, Iwtanl all Ihe time, Teaoh moralt every inopient. Wo lay the foundation uf tiurniralliy wlieu we (all to teach lu all available waya that II and every part of our talng ahould be lined lor Hi bell and lilghcit pur-po,ci. pur-po,ci. I would not lure a book on inorali nor preach long icrmoni. It It poitlble to apply a niethol with out underitaadlnf lit underlying tin clK. Ho. It it lurdly pottlolu tu apply ami Ihod at all, or tohavu oue. lilt almott tacrlh-ge to , tay "I havu u nn tliod;" lut rather .ay, "I am tctrihlng after Inllnltu truth," However, How-ever, every one rau-t have tome method, me-thod, but what I condemn tiilavlth adherence to perfunctory form, I'rln rlple It where I lay itreu. A trachvr It implrlcul who bind, himiolf even to bit own method-. I)j not teach arllhmetloto the clitlJ, hut train thn ihlld In the dlricllou ol uumlier. Unity It life, but uniformity li duith. Meeh-inlcal work will lie the reult Juttat long at wu jurtue method lu. Itad of principle.. |
