Part 14 (1/2)
Reading has to deal with sounds and signs of thought.
”Spelling rests on the habit of the eye, which is best acquired as the result of reading. In attempting to teach reading through spelling, the effort of the pupil in trying to find out the word by naming the letters that compose it distracts the attention from the thought intended to be represented by it; the mind becomes chiefly absorbed with spelling instead of reading. When properly taught, reading furnishes natural faculties for teaching spelling; but spelling does not furnish a suitable means for teaching reading. Thus it will be seen that the usual plans for teaching reading by the A B C method compel children to do that for which their minds are not fitted, and thus cause a loss of power by restraining them from attending to the thoughts represented by the words, and to other things which would greatly promote their development. The results are that a love for reading is not enkindled, good readers are not produced. The few cases in which the results are different owe both the love for reading and the ability in this art to other causes.
”The pupils learned to love reading, and became able to read well, in spite of poor teaching during their first lessons. There is consolation in believing that this method, which produced so many halting, stumbling readers, is now abandoned by all good teachers of reading. May the number of such teachers be greatly increased.
”The 'word method' begins at once with teaching the words in a manner similar to that by which children learn to distinguish one object from another, and learn the names. It proposes to teach words as the signs of things, acts, and qualities, etc. It does not propose to teach children the alphabet, but to leave them to learn this after they have become familiar with enough words to commence reading.”
The Object System teaches geography very ingeniously. The pupil begins by getting into his mind the idea of a map. This is by no means so simple an idea as might be supposed, as witness the impossibility almost of making a savage understand it. The child is first told to point to the different points of the compa.s.s; then he marks them down on a blackboard; next he draws a plan of the room, and each scholar attempts to locate an object on the plan, and is corrected by the school, if wrong. Next comes a plan of the district or town; then a globe is shown, and the idea of position on the globe given, and of the outlines of different countries. Soon the pupil learns to draw maps on the board, and to place rivers, bays, lakes, and oceans. The book-questions now to be presented will not be on purely political geography or merely arbitrary lists of names. The child is taken on imaginary journeys up rivers, over mountains, by railroads, and must describe from the lesson he has learned the different productions, the animals, the character of the scenery, the vegetation, and the occupations of the people. Thus geography becomes a kind of natural science, deeply interesting to the pupil, and touching his imagination. Certain dry geographical names are forever after a.s.sociated in his mind with certain animals and plants and a peculiar scenery.
Natural history is also taught in this system, but not by the usual dry method. The teacher brings in a potato, for instance, and carries the pupil along by questions through all its growth and development. Or she takes flowers, or leaves, or seeds, and stamps the most important phenomena about them on the scholar's mind by an objective lesson.
Prints of animals are presented, and the teacher begins at the lowest orders, and rises up in regular gradation, questioning the children as to the uses and purposes of every feature and limb. They work out their own natural philosophy. They observe, and then reason; and what they learn is learned in philosophical order, and imprinted by their own efforts on their memories. It is astonis.h.i.+ng how much, in these simple methods, may be learned in natural science by very young children; and what nutritive but simple food may be supplied to their minds for all future years.
From lessons in science thus given, the teacher rises easily to lessons of morality and religion. Nothing even in moral teaching impresses a child's mind like pictures, stories, or parables, or some form of ”object-teaching.” The modern charts and books are extremely ingenious in giving religious lessons through the senses.
The beginning of the higher mathematics may be taught children perfectly well under this method. Straight lines and angles are drawn, or constructed with little sticks, and named, and various figures thus formed. With blocks, the different geometrical figures are constructed and named--all being finished by the pupils themselves. On the blackboard certain lines are given, and with them ”inventive drawing”
goes on under the pupil's own suggestion.
Weights and measures are learned by practical ill.u.s.trations with real objects, and are thus not easily forgotten.
Definition is very agreeably taught by the teacher's producing some object, say, an apple, and then making each scholar describe some quality of it, in taste, color, form, or material, and then write this word on the board. Very difficult adjectives, such as ”opaque,” or ”pungent,” or ”translucent,” or ”aromatic,” may thus be learned, besides all the simpler, and learned permanently.
The old bugbear to children, spelling, is by no means so terrible under these methods. The teacher writes two initial consonants, say, ”th,” and each scholar makes a new word with them, and it is written on the board; or a terminal consonant is given, or certain combinations of letters are written down--say, _ough,_ in ”though” and words of corresponding sound must be written underneath, or the different sounds of each vowel must be ill.u.s.trated by the scholar, and the varying sounds of consonants, and so on endlessly--spelling becoming a perfect amus.e.m.e.nt, and, at the same time, training the pupil in many delicate shades of sound, and in a.n.a.lyzing and remembering words.
Grammar is conveyed, not by that farce in teaching, and that cross to all children, grammatical rules, which are, in fact, the expressions of the final fruit of knowledge, but the teacher writes incorrectly on the blackboard, both in spelling, punctuation, and grammar, and the children must correct this; thus learning from the senses and usage, instead of from abstract rules. Reading is given as nearly as possible in conversational tones, and the old loud, mechanical sing-song is forbidden.
The principle most insisted on in all this system is, that the child should teach himself as far as possible; that his faculties should do the work, and not the teacher's; and the dull and slow pupil is especially to be led on and encouraged. But, as might be supposed, the teacher's task, under the object method, is no sinecure. She can no longer slip along the groove of mechanical teaching. She must be wide-awake, inventive, constantly on the _qui vive_ to stir up her pupils' minds. The droning over lessons, and letting children repeat, parrot-like, long lists of words, is not for her. She must be always seeking out some new thing and making her pupils observe and think for themselves. Her duty is a hard one. But this is the only true teaching; and we trust that no Primary School in New York will be without a well-trained ”Object-teacher.”
CHAPTER XVII.
THE LITTLE ITALIAN ORGAN-GRINDERS.
Among the various rounds I was in the habit of making in the poorest quarters, was one through the Italian quarter of the ”Five Points.”
Here, in large tenement-houses, were packed hundreds of poor Italians, mostly engaged in carrying through the city and country ”the everlasting hand-organ,” or selling statuettes. In the same room I would find monkeys, children, men and women, with organs and plaster-casts, all huddled together; but the women contriving still, in the crowded rooms, to roll their dirty macaroni, and all talking excitedly; a bedlam of sounds, and a combination of odors from garlic, monkeys, and most dirty human persons. They were, without exception, the dirtiest population I had met with. The children I saw every day in the streets, following organs, blackening boots, selling flowers, sweeping walks, or carrying ponderous harps for old ruffians. So degraded was their type, and probably so mingled in North Italy with ancient Celtic blood, that their faces could hardly be distinguished from those of Irish poor children--an occasional liquid dark eye only betraying their nationality.
I felt convinced that something could be done for them. Owing to their ignorance of our language and their street-trades, they never attended school, and seldom any religious service, and seemed growing up only for these wretched occupations. Some of the little ones suffered severely from being indentured by their parents in Italy to a ”Bureau” in Paris, which sent them out over the world with their _”padrone,”_ or master, usually a villainous-looking individual with an enormous harp. The lad would be frequently sent forth by his _padrone,_ late at night, to excite the compa.s.sion of our citizens, and play the harp. I used to meet these boys sometimes on winter-nights half-frozen and stiff with cold.
The bright eyes among these children showed that there was mind in them; and the true remedy for their low estate seemed to be our old one, a School.
Rev. Dr. Hawks, at this time, brought to my attention a very intelligent Italian gentleman of education, a Protestant and patriot, who had taken refuge here-Signor A. E. Cerqua. I will let him tell his own story of the formation and success of the School:
THE ITALIAN SCHOOL--THE FIVE POINTS SETTLEMENT.
”Coming up Chatham Street and bending your course to the left, you turn into Baxter Street, a dark, damp, muddy street, forming one of the Five Points. On each side of the way are stores of old clothes and heterogeneous articles, kept by Polish and German Jews. Numerous 'Unredeemed Goods for Sale,' in the shape of coats, vests, and other unmentionable garments, are suspended on wooden stands in front of the doorways. There are also junk-stores, rags, bones, and old metal depots, and two Italian groceries, one opposite the other. Advancing farther, you reach the centre of the Five Points, synonymous of whatever is degraded and degrading, loathsome and criminal. Hero Park Street runs parallel to Chatham Street and crosses Baxter Street at right angles, thus forming four of the Five Points. The fifth point is formed by the junction of Worth Street, leading from this common centre in a northerly direction. This locality is very dimly lighted, and the few lamps scattered around only add to the repulsive nature of the place. The pestiferous exhalations of the filthy streets, and not less filthy shanties, inhabited by the lowest and most disreputable characters, are disgusting beyond any description. Scattered over this neighborhood, densely settled by the most depraved cla.s.ses of all nationalities, there lived, and still live, some fifteen hundred of the poorest cla.s.s of Italians, who traditionally cling to that locality. They are generally from the Ligurian coasts, which are over-populated. When the farms require working, the inhabitants usually have something to do; but, at some seasons, want of employment compels them to turn elsewhere. Men, women, and lads went in ordinary times to the largest cities of Northern Italy for temporary occupation, leaving behind their children to the care of relatives or acquaintances, who, owing to their business, inability, or carelessness, neglected in most cases to exercise over them parental duties. When the hand-organ came into vogue, they found it the easiest way to employ their unoccupied time. Seeing, afterward, that they could realize more by the organ than by the shovel, they went grinding all the year, and spread all over Italy at first, then over Europe and America. Some of the children left were sent for, while others were hired out to those who proposed a grinding-tour to America.
Those who arrived here first having done well, others followed, and the tide of the organ-grinding emigration set in on a gradual rise. The failure of the Revolutionary movements of 1848 and 1849 having impoverished, to a greater or smaller extent, the several Italian provinces, gave a great impetus to this emigration, and it was not long before the Five Points were crowded to overflowing. Accustomed as they were to agricultural pursuits and out of the reach of better social influences, and totally ignorant of the language, they formed a separate colony, a.s.sociating only with those of their own country in the Five Points. Had they displayed the vices or criminal inclinations which prevail to a deplorable extent among the low cla.s.ses of other nationalities, they would soon have been brought to public notice and taken care of by our benevolent and religious societies; but they cannot be reproached with intoxication, prost.i.tution, quarreling, stealing, etc; and thus, escaping the unenviable notoriety of the criminal, they fell into a privacy that deprived them of the advantages of American benevolence; and there is no instance of any visitor having ever been appointed to explore this fruitful field of operation.
OPENING OF THE SCHOOL.
”Early in December, 1855, the writer, with Mr. Brace, visited several families. Our reception was not such as to promise success, although, considering their distrustful and suspicious disposition, consequent upon their isolated existence, they did not treat us disrespectfully.
Having thus prepared and informed them, on the evening of the tenth of the same month we opened our School in a room kindly furnished by Rev.