The San Francisco Call. Newspaper, February 13, 1898, Page 20

20 THE SAN FRANCISCO CALL, SUNDAY, FEBRUARY 13, 189Y8. cDUCATING CHILDREN BY PICTURES Unique System That Is Being Developed by an Oakland Man Who Is Trying to Revolutionize the Schoolroom. child. It is by watching the expres- from | sion on the faces as reflected in the have en made of our p , but nor a high stool in the center of the room, notes whether the cell is imbibing knowledge properly. The teacher on the platform in the center of the recitation-room has com- plete control of the cells by a system of levers, push buttons and springs. At the will of the teacher the chil- dren may be released from their cells singly, in squads or in a class. This new system of education pro- vides for the development of the body as well as of the mind, and for that reason he has given particular atten- tion to the interior construction of the cells. He has provided a separate, ad- any desired angle or distance between | the two, and either may be raised and | lowered at will. The back of the seat | is_ of a peculiar construction, and is adjustable not only to the height of the child but to the curvature of its spine. It is to put in practical use this ad- vanced theory of cbject teaching that | Mr. Faust has designed such an oddity of a schoolroom. The glass fronts to mirrors that the teacher, who occupies | the recitation cells are none other than | rately in this child’s mind stand for magnifying lenses. The teacher at will occupant of the |¢an throw on these lenses' stereopticon | given the much 1 so that he which he has m ipersede even h yme day s the most advanced tems now in ” ctice. He s the public 7 school room of slaughter 2 This little 2 theory P an eye-opener to r to pupils. s a man of gentlemanly in dress, manner » does he bear the im- ; neither would one e that this n ambitious i in thoug lopment, but_this | § is intended to his his tell about cal u nd teachers and w st advanced method object teachjng yet act, object teaching as but mere kinde compared with the In order to follow the i by Mr. Faust there is unique school- He even signed. , and to the schoolroom adds reation grounds and numer- ar adjuncts. ling to Mr. Faust's idea, as set h in the manuscript of his book, en should have about five acr B a and pe- nate. Here when not The latter | ned to accommodate twenty pu- Jjustable seat and foot rest, so as to give | views of such subjects as may be chosen. The originator would begin his edu- cation of children at the age of five years or, as he puts it, “‘as soon as they can leave their mother's care.” When the child enters the school it ‘naturally goes to the primary class, where each child wears a number, and in the primary class the numbers range | from one to five. It is by these num- | bers that the teacher is to dlstinguish1 | the time of their recitation, and as to | what series of pictures shall be thrown on the lenses, All beginners start at number one, | which number means that but one ob- ject is to be thrown on the lens at a time, and each object is so selected as | to be designated by a monosyllable, as | | rat, cat, dog, man, etc. The word al-| | ways aceompanies the picture, and the | child learns the name, or rather learns | to identify the word with the object] | until the two either together or sepa- the same thing. These pictures will follow each other ! T each child and here comes one of the | advantages of having the children iso- | lated in cells rather than in a class, as | the teacher can then arrange a series | of views to accord ‘with the progress | and the ability of each child. It would | Le the business of the teacher to school | himself carefully to know what is best in the way of succession for each child, but always aiming for rapidity of | thought. ‘ “I think the old teachers under our | present system will concur with me in saying that a child learns far more readily by oral instruction than he does by delving for it in books, and again in imparting Information in this oral way a vast deal in the way of effect depends on the manner and method in which it is done. Oral teaching is scmething of a science. “The birds, animals and plants in the annexes to the various departments I would have selected and arranged with special connection with the pictures | and subjects that will be displayed on the lenses in recitation rooms of the department with which the annex is WILL CELEBRATE = IRELAND'S CENTENARY _ Interesting Short History of the Fierce Struggle Which Irishmen Are to " Commemorate This Year. URING the current year, 1898, Irishmen all the world over will celebrate the centenary of the last great armed struggle for their country's independence. From AT Jio g, A TAKEN AT A Had QU P EER PHOTOGRA aid the S Thi g to 3 nd the more I study picture w: sion. epresented a group of eight inc] a background of L\:l; ding but six, four of and upon whom the he loftiest trees, was of a little girl, clad in ath a turbaned ance. h it led in a haze which group was uncon- t glance a remarkable picture, calcu- i conjecture concerning th! o see nothing but what is reve joped and maginable,” high noon, and the ision a May inday school here in the Grove. The trad was blowing at a moderate pace over the sandhil were south of us about 150 yards. The sand ridge seventy feet high and almost as white as snow. A fe tering shrubs adorn its surface. The ocean was 700 southwest of us.” “And who composed the party?”’ I asked. “Some one may have been victimizing you.” “Impossible,” he quickly answered, “for a more orthodox, straight-to-the-mark set of people does not exist than made up that party of Methodist ministers, their wives and chil- dren, all of whom are residents of the Grove. the elderly May yar illingly. evident; counted for b 1 cannot exr “by n it, except the as_instantaneous The plate used wa hes, and the de r imprssion when first you saw it?” I { every member of the One of s ‘T hed you standing in the grapher. < of a Bible and work hinking s Drummond, Krumacher and Swe A_phrenologist would have pronounced harmonious. i se of moral responsibility se ting MINISTERS' PICNIC nything unusual preceded your work?"” k to me of one of the children ion that she friend who had recer and I made . Dry Plate N elopment was mad one of cours see, as ws out of the question. ptical illusion.’ T said nothing improb: hibit it to purch tent as he ey of Mr. Adam Upon a shelf near me wi written by Vene , truthful tion, I purchased the mysterious picture. s I encountered one of men who had been in the group on that day of and referring to the shadow of the child in the treetop, the Grove recently is a scientific man and rarely errs in his statements; 5 He replied: )h, of course it was a kind of composite picture, that is a sort of mirage—a—a freak of nature easily natural laws in optics. Well, on the whole but—but 'tis there, you know." Of course I know, and knowing, I still wonder what was it? NELLIE BLESSING EYSTER. Figure of the Little Girl as it Appeared in the Picture. From a Photagranh. im- | 26, s1ze five three hours asked. head well ¥ - | the ned his in an un- ac- | in rapid succession. In the primary | stages of the teaching he suggests that about thre tures should be shown, i to train the child to make mental observation quickly and to retain in the memory what has been | seen. He says: The child necessar- i s the habit of attention, and the beginning of acquiring a memory. The child knows what he sees, and, mark this point, he learns to tell what he knows. You know, it has been d of men, ‘having eyes they see not, and having ears they hear not’ and there %hould have been added, ‘and the poor dumb creatures cannot tell what little they know.” To one who observes, haw debasing it all i call it the prostitution of God- given faculties.” “Now, with the number one,” con- Mr. Faust, “I would continue ingle object with the word and ictures following in rapid suc- ion until the pupil’'s memory had so developed that he could follow at least ten pictures shown in this way.at one driil. The pictures are changed at each recital so as to have new objects of interest. The special aim at this time is idity in the succession of the pictures so that the mind to its capacity worked rapidly, and this is the one point that is very desirable to have fixed as a habit.” Mr. Faustclaims that a mind well trained in this way will cover more ground in a few mo- ments of time than will one of the slow-going children of to-day in as many hours. He also makes the as- sertion that the mind can be so devel- oped to rapid thought that it becomes automatic in effect. The children who have been tagged No. 2 are those who have gone through the training in which the pictures thrown upon the lens consist of only one object and one name and have reached such a stage of development that the pictures designed for them comprise two words and two objects, but in this instance both the objects shown are animals. The No. 3 grade pictures have three objects, two of which are animals and the third a bird, and accompanying these objects are the three descriptive words—all monosyllables. No. 4 follows in the same way, only there are two animals and two birds, and there are four words, and the dis- syllables begin to appear, but they are such as the teacher would class as “‘easy.” Then the No. § follows under the same treatment, only there are three birds and two animals in the picture and there are of course flve words, mostly monosyllables, but the dissyl- lables are more frequent and a trifle more difficult .than in No. 4. When the child has gone through the five numbers he is thén through with Department No.1and Is ready for De- partment No. 2, which is a duplicate of No.1 and has its five acres of park and also an annex, which is a spacious apartment in which in tiers and rows under glass cases are ranged the flora to be found in the park. There is also an aquarium well filled and flowers and animals in groups, all the work: of a skilled taxidermist. In the center of the annex there will be a great variety of seats, rests and inclines and provis- fon for instructive games. In Department No. 2 the children will be numbered from one to five. They would occupy the same peculiar cells, with the adjustable chair, foot- rest and shoulder-clamp. The No. 1 children would be shown pictures with six objects,. of. which there are four birds and two antmals, one bird and one animal named in dis- syllables and the others in monosyl- lables. The next grade would be five birds and one animal, and the next four birds and one animal, and the next three animals and three birds, and in the fifth but two objects and some words. It is in this department that Mr. Faust would have the children begin to form sentences. It will be seen from his arrangement of pictures that the word “and” is the first connecting ‘word brought to their attention. In further explaining his theory Mr. Along the Sides of the Room Are Arranged Little Cells or Compartments, Each of Which Is Occupied by a Child. connected. As by my system the teach- er would be with the pupil while at recreaticn in the park or annex the lesson would in reality continue there, in fact, the recreation in the annex or park under the instruction of the teach- ers would be a part of the lesson, for it would be continued there orally.” | Department No. 3 will be “a class | of emotions,” and the pictures selected are from every-day life scenes, such as’ are quite familiar to the children. and the subject of each picture forms | a simple but complete sentence. As to what the pictures might be can best be judged by a few sample sentences | such as “the babe smiles,” “th® dog plays with the calf,” and “the hen picks up a seed.” The object will be to show such pic- tures as would have in each something that would arouse a dormant thought and a dormant feeling. The idea would be to draw the mind of the child into a condition of self-stimulation or self- action. It is not until the child has reached the fourth department that Mr. Faust would let him out of his box or cell, but even here it is his theory to sep- arate the child from his fellow: though he is fully exposed while at class. As Department No. 3 was de- voted to the emotions, Department No. 4 deals with idealization. A feature of this method of teaching idealization is the showing of pictures of parts of ani- mals—for instance, the head of a cow or the head of a horse. The pupil has been familiar with pictures of the whole animal, and now that only the head is shown the child Is supposed to “idealize” for the rest of the animal. Mr. Faust thinks that the children in this department, when they have been dismissed to the annex or park from the recitation room, should each carry with them a pencil and tablet. These he would attach to their waist- bands, so they could be prepared at all times to idealize. Department No. 5 will contain the annex and park with a special view of giving the children a more extended system of geological, botanical and zoological course of instruction. America, from Australia, and from ev- ery corner of the globe where the chil- dren of Ireland dwell visitors will, this year, return for a brief commemorative visit to the scene of the 1798 insurrec- tion. | As a result, interest in that fierce struggle against English supremacy in the green isle has acquired a renewed interest. For the benefit of Irish-Americans a bird's-eye view of the incidents of the insurrection has been prepared. The “Calendar of '98,” as it may be termed, has been carefully revised by sohn E. Redmond, M. P., Mr. Parnell’s successor the leadership of the Irish National- st party. The review is accurate and impartial, and will be a useful and handy guide for those preparing to visit Ireland during the year. The following 1s the calendar: May 27—Outbreak of the insurrection. On the previous day (May 26) a brigade of yeomanry and militia had burned the church of Boulavogue, of which Rev. John Murphy was pastor. Th act« precipitated the rising. Bonfires were lighted along the Wexford hills, and the people, armed with pikes, poured in from all sides. The first fight occurred in the afternoon at Oulart Hill, Fr. Murphy leading the rebels. The British were severely routed and almost. annihilated, only five redcoats escaping from the field. May 28—Fr. Murphy mustered a large force and led it against Enniscorthy. Battle of Enniscorthy, in which the British were again defeated and the town captured. May 30—Fight of Three Rock Moun- tain. British routed with heavy loss. Town of Wexford surrendered to the Iris Beauchamp Bagenal Harvey of Barry Castle elected commander-in- chief of the insurgents, with Fr. Mur- phy second in command. June 1—Capture of Newtownbarry, under Captain Keogh, and subsequent recapture by a large force of British regulars during the night. Heavy loss on both sides. On the same day the in- HE '98 Centennial and Mon- ument Association of this city is mow actively at work raising its share of the Irish monument fund, and is making energetic efforts in order that this State and the Pacific Coast may be well represented in the erection of the memorial to Wolfe Tone and the United Irishmen in Dublin. , It is intended that this me- morial shall not be second to any in Dublin. The site decided upon is Stephen’s Green, at the top of Grafton street. The 27th of August will be the anniversarv of the defeat of the English at Castlebar, and it is intended to celebrate on Sun- day, 28th of August, at Castle- bar, Ireland, the centenary of that battle. The executive committee of the '98 centenary committee, Dublin, also proposes to arrange for celebrations commencing on the 23d of May, on to Septem- ber. It also proposes to hold a convention of branches on the 4th of March, the anniversary of the birth of Robert Emmet. £08 208 308 00 08 08 106 30 30 0% 308 308 308 308 30 306 0 3% surgents, under Rev. John Murphy, were badly defeated at Ballycarrow. These were the first serious checks re- ceived by the insurgents. June 2—Capture by the Irish forces of Lord Kingsborough and several British officers. Additional forces ar- rived from Engiand, General Walpole assuming command. June 4—Battle of Toberneering. The Irish, armed chiefly with spikes, utterly routed General Walpole and captured his cannon. Pursuit of the British to the town of Gorey. After an ineffect- ual attempt to capture the place by as- sault the insurgents laid siege to Wal- pole’s fortifications. June 5—Battle of Ross. Three times the Irish captured the town after great loss. General Harvey showed incom- petence as a leader, and allowed drunk- enness and plundering. As a result, the British returned with re-enforce- ments during the night and recaptured the stronghold. The struggle for its possession had lasted altogether thir- teen hours, and had been attended with extraordinary bloodshed. General Jones commanded the British. June 8—Formal deposition from the insurgent leadership of Harvey, and election of Rev. Philip Roche in his stead. Harvey's weak command had, however, done so much to demoralize his men that Roche found almost in- | surmountable difficulties in the way of { restoring order and discipline. Numer- | ous skirmishes occurred, notably one at | Castlecomer, County Kilkenny, between the rebels and a large force under Sir Charles Asgil and the Earl of Ormonde. The Irish defeated, and their leader, Captain John Brennan, killed. The im- ported English miners in the Castle- comer collieries lent their aid against the rebels. June 9—Battle of Arklow, County Wicklow. Several hours of severe fight- ing, resulting in a drawn battle, the insurgents running short of ammuni- tion and retiring in good order. The rebel leader, Rev. M. Murphy, killed by a cannon ball. The Irish firmly in- d, repulsed a night attack with fog=gaRafoR-FoPaFaPutFaRFuPeRugoFuePeRugugeFeFoPugues 06108 308 108 308 108 108 108 0% 10008 108 30K 108 08 108 508 0% 108 40K 10 08 08 408 100 N0 0 Qe ‘Defeat of the insurgents at County Carlow. Skirmish of Barris, Tinahely; the Irish victorious. June 19—Second fight of Three Rocks Mountain. The insurgent division of Colonel Thomas Clooney, surrounded by a far larger force of British regulars, succeeded in cutting its way through the redcoats; and when pursued, sud- denly faced about and routed the enemy with considerable loss. June 20—Heavy defeat of the insur- gents after four and one-half hours of severe fighting at Foulkes Mills. Ar- rival of second body of British rein- forcements from England and Wales. June 2 Battle of Vinegar Hill, Brit- ish fully armed and numbering 20,000 men, surrounded the Irish forces, which consisted of only 2000 with firearms and less than 10,000 with pikes and scythe- blades. General Lake commanded the British; Rev. Philip Roche and Esmond Kyan the Irish. The fight was long and bloody, but such great superiority in strength told in the end. The in- surgents were forced to abandon their position and retreat. The defeat broke the back of the rebellion. Commander Roche and a number of others were slain. June 23—A remnant of the insurgent army crossed the river Barrow into Kilkenny County. Battle of Gores- bridge, in which the Irish. under Rev. John Murphy won a temporary victory. The rising in the south closed with the capture of Rev. John Murphy, Beauchamp Bagenal Harvey and many others of the insurgent chiefs. Most of them, including the two mentioned, were summarily executed. Faust says: “I would not give exact- ly the same succession of pictures ta M M MARY ANN WAS NOT IN IT. r. Wiggins—It tells here how a cyclone, out in Kansas, swept away an entire town in one minute. rs. Wiggins (gloomlly)—An’ it takes Mary ‘Ann half an hour to sweep off the front piazzer.—Truth,