Sense About Teaching

Mrs. Partlngton paysof cducation : "For iny part I can't deeelve what 011 uiilh itloo is comlugto. When I -was young lf a gal uiiiiirslood the rules of dlslractlou provisión, imiltiplylngaud replenlshing. and itiH comiuun denominator, aud knew al aboDttba rlvecs and tbelr dormltorles, the provlDCH and their umpires, they bad edlca iioii ootiffbi lïut now thcy have to etudy botaray, algebay and Iiave to demonlrate uliout sycophanls orclrcustan geDUand diagnosis of p irallelgrams to say -Vnothlug of oxiilde, asheads, cowslicks aud nlistrusc trlaogle." (And here the lady was soconfused willi tho luclmical Damos that sbe was forced to stop. It woulil be abíunl to requlre a boy three years oíd to wear his fatlier's boots; equally as much so woultl t be to rtquire a cliilil to comprahend the studies belonging to manliood. Studies sliould be ndapted to age and growth of mind. lf the teacher doei not oyer estímate tlie child's oapacity and ability to tomprehend, ii Bhe clearly explalns (o liiin tlie good of knowledge, very Mon he wlll study because be leves toaitd not beeanta liéis required to. The abore ia -ritten iy Bopt Pickle of the liiidington schools, and contains much wtadom. Th gnftteM mistuke of tlie agw is the "cnunmlng" prooe, la our schools, of nttemptinf to niake children understaiid and learu what snitable fot mcn to comprehend.