The Dangerous Classes of New York, and Twenty Years' Work Among Them

by Charles Loring Brace

The great peculiarity of this school has now been adapted in the other Industrial Schools, under the name of the "Object System of Teaching"—a method which has proved so singularly successful with the children of the poor, that I shall describe it somewhat at length.

THE OBJECT SYSTEM.

"I began with children," says Pestalozzi, "as nature does with savages, first bringing an image before their eyes, and then seeking a word to express the perception to which it gives rise." This statement of the great reformer of education expresses the essential principle of the Object System. The child's mind grasps first things rather than names; it deals with objects before words; it takes a thing as a whole rather than in parts. Its perceptive and observing faculties are those first awakened, and should be the first used in education; reflection, analysis, and comparison must come afterward. The vice of the former systems of education has been, that words have so much taken in the child's intellect the place of things, and its knowledge has become so often a mere routine, or a mechanical memorizing of names. The scholar was not taught to look beneath words, and to learn the precise thing which the word symbolized. He was trained to repeat like a machine. He did not observe closely, he had not been educated to apply his own faculties, and therefore he could not think afterward. The old system reversed the natural order. It began with what is the ripest fruit of the mature intellect-definitions, or the learning of rules and statements of principles, and went on later to observing facts and applying principles. It analyzed in the beginning, and only later in the course regarded things each as a whole.

The consequence was, that children were months and years in taking the first steps in education—such as learning to read—because they had begun wrong. They had no accurate habits of observation, and, as a natural result, soon fell into loose habits of thinking. What they knew they knew vaguely. When their acquirements were tested they were found valueless. The simplest principles of mathematics were almost unknown to them, because they had learned the science by rote, and had never exercised their minds on it. They could apply none of them. Algebra, instead of being an implement, was of no more practical use to them than Sanscrit would be. Geometry was as abstract as metaphysics. They had never learned it by solid figures, or studied it intelligently. Grammar was a memorized collection of dry abstract rules and examples. Natural history was only a catalogue, and geography a dictionary learned by heart.

Our manufacturers, who had occasion in former years, to employ these youths from our Public Schools, found them utterly incompetent for using their faculties on practical subjects. Nor did they go forth with minds expanded, and ready to receive the germs of knowledge which might be, as it were, floating in the atmosphere. Their faculties had not been aroused.

The "Object System" attempts to lay down the principles which have been tested in primary education, in the form of a Science; so that the teacher not gifted with the genius of invention and the talent for conveying knowledge shall be able to awaken and train the child's intellect as if he were.

Its first principle is to exercise the senses, but never during any long period at once. The play of the children is so contrived as to employ their sense of touch, of weight, and of harmony. Colors are placed, before them, and they are trained in distinguishing the different delicate shades—in the recognition of which children are singularly deficient. Numbers are taught by objects, such as small beans or marbles, and then when numerals are learned, regular tables of addition and subtraction are written on the board by the teacher at the dictation of the scholar.

The great step in all education is the learning the use of that wonderful vehicle and symbol of human thought, the printed word.

Here the object system has made the greatest advance. The English language has the unfortunate peculiarity of a great many sounds to each vowel, and of an utter want of connection between the name and the sound of the letter. No mature mind can easily appreciate the dark and mysterious gulf which, to the infant's view, separates the learning the letters and reading. The two seem to be utterly different acquirements. The new methods escape the difficulty in part by not teaching the names, but the sounds, of the letters first, and then leading the child to put his sounds together in the form of a word, and next to print the word on the black-board, the teacher calling on the scholar to find a similar one in a card or book. By this ingenious device, the modern infant, instead of being whipped into reading, is beguiled into it pleasantly and imperceptibly, and makes his progress by a philosophical law. He reads before he knows it. But here the obstacle arises that each vowel, printed in the same type, has so many sounds. One ingenious teacher. Dr. Leigh, obviates this by printing on his charts each vowel-sound in a slightly different form, and giving the silent letters in hair-lines. The objection here might be that the scholar learns a type different from that in common use. Still, the deviation from the ordinary alphabet is so slight as probably not to confuse any young mind, and the learner can go on by a philosophical classification of sounds. Other teachers indicate the different vowel-sounds by accents.

One well-known writer on the "Object System," Mr. Caulkins, seems to approve of what we are inclined to consider even more philosophical still—the learning the word first, and the letters and spelling afterward.