Fourth. I have heard several classes in geography bound states and counties with a considerable degree of accuracy, when none of them could point to the north, south, east, or west. Indeed, a portion of them were not aware that these terms relate to the four cardinal points of the compass. Still more: some of them say that "geography is a description of the earth," but they do not know as they ever saw the earth. They have no idea that they live upon it. Scholars in grammar frequently think that the only object of the study is to enable them to recite the definitions and rules, and to parse. They do not look for any assistance in thinking, speaking, or writing correctly, neither do they expect any aid therefrom in understanding what they read.
Classes in arithmetic not unfrequently think the principal object in pursuing that science is to be able to do the sums according to the rule, and perhaps to prove them. Propose to them a practical question for solution, and their reply is, "That isn't in the arithmetic." Some one more courageous may say, "If you'll tell me what rule it is in, I'll try it!" Practical questions should be added by the teacher, till the class can readily apply the principles of each rule to the ordinary transactions of business in which they are requisite. Generally, in grammar, arithmetic, and elsewhere, there is too much inquiry, comparatively, after the how, and too little after the why.]
Now if these paragraphs, descriptive of the condition of common schools and the qualifications of teachers at the commencement of the educational reform in New York, are applicable to those states of the Union whose provisions for general education are not equal to what hers then were, nothing can be plainer than that there exists an imperative demand for the establishment of normal schools in every part of the Union. Massachusetts has three; but her provisions in this respect are not adequate to her necessities.
Union schools, and systems of graded schools in cities and villages, should possess a normal characteristic; that is, young men and women who have the requisite natural and acquired ability should be employed as assistants in the lower departments, and should sustain essentially the relation of apprenticed teachers, to be promoted or discontinued according as they shall prove themselves worthy or otherwise. In the public schools of the city of New York there are about two hundred teachers of this description. These and all the less experienced teachers meet at a stated time every week for the purpose of receiving normal instruction from a committee of teachers whose instructions are adapted to their wants. A similar feature has been adopted in other cities, and in many villages, and should become universal among us.
In connection with the suggestions I have just introduced from a former report, I wish to say, I know of no reform which is more needed in our schools than that of rendering instruction at once thorough and practical. The suggestion in the note on the 428th page, in relation to teaching the alphabet, will admit of general application. As fast as principles are learned, they should be applied. Practical questions for the exercise of the student should be interspersed with the lessons in all our text-books, when the nature of the subject will admit of it. When these are not given by the author, they should be supplied by the teacher.
I will illustrate by an example. Several years ago a teacher had the charge of a class in natural philosophy. There were no questions in the text-book used for the exercise of the student, as here recommended. In treating upon the hydraulic press, the author said, in relation to the force to be obtained by its use, "If a pressure of two tons be given to a piston, the diameter of which is only a quarter of an inch, the force transmitted to the other piston, if three feet in diameter, would be upward of forty thousand tons." The teacher inquired of the class, How much upward of forty thousand tons would the pressure be? Not one in a large class was prepared to answer the question. Some of the scholars laughed outright at the idea of asking such a question. After a few familiar remarks by the teacher, the class was dismissed. This question, however, constituted a part of their review lesson. The next day found it solved by every member of the class. Several of the scholars said to the teacher that they had derived more practical information in relation to natural philosophy from the solution of this one question, than they had previously acquired in studying it several quarters.
In treating upon the velocity of falling bodies, such questions as the following might be asked: Suppose a body in a vacuum falls sixteen feet the first second, how far will it fall the first three seconds? How far will it fall the next three seconds? How much further will it fall during the ninth second than in the fifth? If this paragraph should be read by any teacher or student of natural philosophy who has not been accustomed thus to apply principles, the author would suggest that it may be found pleasant and perhaps profitable to pause and solve these questions before reading further.
The importance of reducing immediately to practice every thing that is learned, is no less essential in moral and religious education than in physical or intellectual. Indeed, any thing short of this is jeoparding one's dearest interests; for "to him that knoweth to do good and doeth it not, to him it is sin." The practical educator should bear in mind that man is susceptible of progression in his moral and religious nature as well as in his physical and intellectual. "Cease to do evil; learn to do well," is the Divine command. He who does only the former has but a negative goodness. The practice of the latter is essential to the healthful condition of the soul. It is important that we seek earnestly to be "cleansed from secret faults." Without this, our progress in excellence will at best be slow. While "the way of the wicked is as darkness, and they stumble at they know not what," it is nevertheless true that "the path of the just is as the shining light, that shineth more and more unto the perfect day."
Understanding what we do of the nature of man, the subject of education, and knowing that "the fear of the Lord is the beginning of wisdom," and that the Great Teacher, who "taught as one having authority," hath said, "Seek ye first the kingdom of God and his righteousness," can we regard it any thing less than consummate folly to enter upon the work of education in the open neglect of these precepts? Should we not rather cheerfully comply with them, and do what we can to encourage all teachers, and all who receive instruction, to regard this law of progression, so that, while their physical and intellectual natures are being cultivated and developed, they may not remain "babes" in the practice of morality and the Christian virtues, but "grow in grace and in the knowledge of the Lord and Savior Jesus Christ?"
We can not expect the student will excel his teacher, if indeed he equals him, in merely intellectual pursuits; much less can we reasonably look for superior attainments in morals and religion. If, then, the teacher would secure the most perfect obedience of his scholars from the highest motives, he must show them that he himself cheerfully and habitually complies, in heart and in life, with all the precepts of the Great Teacher, with whom is lodged all authority, and from whom he derives his. When the members of a school become convinced that their teacher habitually asks wisdom of the Supreme Educator, whose will he aims constantly to do, they will feel almost irresistibly urged to yield obedience to the precepts of Christianity, and, with suitable encouragement, will take upon themselves the easy yoke of Christ.[75]