Plymouth banner. (Plymouth, Marshall County, Ind.) 1852-1855, 1853-06-23
For the Banner.
THE EYE AND THE EAR:
Their RESPECTIVE PROVINCES In ELEMENT
AIRY INSTRUCTION..

mary schools, are beginning TO DE regard
ed as of great importance. When child
rem were sent to school 10 get them out
of the way. but little attention was paid
to the manner in which they were taught.
The chief end of the school was accom-
plished, even if they learned nothing
But now it has been ascertained that.
while children should not be sent TO school |
at too early an age. and should not be
confined to the school room long at a
time, yet what li,t'e instruction is given
should be impaired with great care. 1t
is but a very little they need at first. but
that little should be of the choicest quail
ity. We are clearly of the opinion. tha
success, the highest success. is more diff
ficult and more rare. in teaching the first
rudiments Of learning. than in guiding
the pupil through the more advanced
branches. We are speaking of the prop
er work of instruction. not of gaining the
attention of children. or exciting their
interest. These are highly important, as
preliminary to instruction, but they are
not the thing itself.
1t is to be feared, that many primary
teachers do not appreciate the difficulty
of their work and are really ignorant how
unsuccessful they are. They teach as
they were taught. not dreaming that they
could gain from books, any assistance in
teaching child to read. but little DO they
| think Of books to inform themselves, and
still less do they think of the response
! bility they took upon themselves the day
they first entered the school room as teach.
ers. Thus they are none the wiser for
the admirable suggestions contained in
: the works Of Emerson. Palmer and Page
works, OF which i. is absolutely un.
pardona BILE for teacher, in these days.
to be ignorant. And, possibly. some,
on elementary instruction, have thought
. that the me .hods therein recommended
though successful as practiced by some
teachers, would fail in the hands of 9th
els; and go. after few feeble efforts,
they return to the hnckneyed modes.
We believe there has been an error in
relation TO improvements in education.
They have been recommended, because Of
the success which has attended them,
rather than as based on correct princi
slow to adopt any new method. They
wait until it shall be found to be success
ful in large number Of cases. II may
turn out to be no Improvement at all and
they prefer to let others make the neceS-
issue. This feeling has been fostered by
the di differences of opinion some times man
Tested, even by eminent teachers. One
is quite positivS as To the excellence of a
particular mode, for he has succeeded
with ii far better than with any other;
different mode; and for the same reason,
he has found i, successful. There is dan
: ger of empiriciSm in education. az in
medici:.e. We need 10 look more at
; principles. 1t is not enough to say of d
method, that it is sucCessfui-whv is it
successful? Real improvements can be
shown 10 be SO. aside from the certifi-
Gates OF individual tea, hers. That which
can be demonstrated to be clearly in ac-
cordance with the principles Of the hu-
man constitution. is not to be banisned
from the school. room because A. and B.
confidently declare that their expe lience
, is all against it,. There can be no real
conflict between theory and practice. -
True, poor practitioner may always be
unsuccessful, however good The theory.
But that method, which OH the whole, is
the most successful in practice, we may
be certain is the best in theory; and tha t,
on the other hand. which in its support,
can marshal the strongest arguments
drawn from The nature OF the human mind
will be victorious in the severest tests VI
actual trial.
We propose to examine some Of the
modern improvements in education, in
order 10 ascertain, if possible. wheth
: they are based on admitted principles
E and If SO. on what. In doing this. we
hope 10 show the importance of the eye
and the ear. as the great inlels of knowl.
E edge 10 the child; aud the necessity oil
| careful inquiry as to which is the propel
4 inie: in given case. 1t will not be de
A MED that these two senses are the prin
cipal organs oy which knowledge is &C.
. 1quIred, aud it is through these. especial
! y. that the teacher seeks TO communi
cate instruction. To which of them shall
h we assign the chief place in the begin