The Jeffersonian. [volume] (Stroudsburg, Pa.) 1853-1911, 1855-08-02
G0nrationnI.
From the Massachusetts, Teacher.
Easy Methods of Instruction.
BY MISS SARAH L. WIGGIN.
(Co77oZylZo}\
BY MISS SARA.
(C011clttdcd.)

The teacher must awaken the child to
a consciousness of the force of intellect
that is in him, show him the importance
of bis own soul, make clear to him that
the sources of happiness and misery are
within his own heart, and endeavor with
all his might, by advice, principles, pre-
cept, example and experience, to give the
right direction to this wonderful mystery,
the mind. When all this is accomplish
ed, the pupil must educate himself, for
good or evil
1t is an old and favorite similitudc,-
the likeness between a cw-born child and
a block Of marble, or a stainless sheet of
yaper; but the similitude is imperfect
The teacher and the sculptor are not the
same. The mind is not a senseless block,
or blank page. The sculptor may make
what he will, out of inactive matter; the
scribe may write his ideal upon blank;
but the teacher must mould to beauty and
goodness living reality which God him
self has created, and which would, if left
to the adverse influences that all minds
must meet and buffet in this world, al
most inevitably degenerate from its first
estate to a hideous deformity.
Many will shrink back from this view,
and say, it is too much; we cannot -
True, it is much, but let US ask ourselves
seriously and earnestly, if it is not our
duty? If it is, then cannot is no word
to use in reference to it. Try will effect
wonders.
What easy methods shall we use in
commencing our labor Through the
senses the mind gains knowledge. One
child may see actually very much more
than another; but children should be
taught to observe. This may be easily and
pleasantly accomplished by interesting
the pupil by the relation of simple facts
concerning the world about us. Not at
all in the Gradgrjnd way, by which
horse is horse only in a useful and prac-
tical point of view, and there is no such
thing as picture of that animal Of fact,
but by showing the relation between
cause and effect, thus setting at work
spirit Of investigation that will never die.
As the mind becomes more mature it will
commence some simple course Of reason
ing for itself, and this habit once formed,
will grow with the minds growth and
strengthen with its strength.
/ 1t is often and truthfully asserted that
/ it is almost impossible to make children,
and particularly yOatag children, study
their lessons. Let us see if we cannot find
a reason. 4 reading book is placed in
the pupils hand, and page pointed out
for him to study. Perhaps the teacher
reads it aloud, that the child may have
the benefit of hearing the hard words pro-
nounced, and then the study hour COM
mences. For few minutes the childs eyes
are fixed upon his book, and he tries to
study. 1t is asermon perhaps, or phi
losophical essay, Cfor we find plenty such
in many reading books, and the little
mind, unable to comprehend the matter,
turns from it with dislike which soon
ripens into an adherence to study that
will be hard to overcome.
Let US have reading lessons that chill
dren can understand; good moral stories,
pleasant, simple anecdotes, explanations
of the nature of minerals, botanical and
! physiological truths, and plenty Of ex-
tracts from such works as the Rolo
books ) these, together with the sweet
hymns and songs which our languages
produces so bountifully, arranged in a
reading book, would extract more study
in given time, than all the sermons and
essays ever compiled between two covers
could do.
Spelling may be best taught in the same
way. Let the child clearly understand
the meaning of the words he is required
to spell, and the task will be an easy one
The progress may not be so rapid appar-
entity, as that produced by some mecoani-
cal plan, but it will be sure, and what is
once learned will never be forgo item.
We have textbooks of G Geography, with
lessons of map questions and lessons de-
scriptiVe. These are all very useful in
their places, and mag be mGae to do much
good But after all, when the pupil has
committed to memory every answer to ev-
cry question the book contains, if that be
all, he is very little better or wiser than
he was before. A teacher may ask set
questions, and obtain set answers, day af-
ter day and year after year, till all our
textbooks are exhausted; but will that
process educate a child? Surely not
Much more may be really learned in one
hours conversation between teacher and
pupils,-in one hours recitation, conduct
ed with purpose of making plain, and
clear, and comprehensive, the subject
matter, than by weeks of study from text
books alone, and mechanical repetitlons,
Now again teachers will say, We have
not time. True, we need much more
time than is given US, but we can still do
soD1ethtag, ) let us do it in the right way.
We do not fall SO often into error in
teaching arithmetic, though that too is
frequently taught mechanically. We
generally find in all our common schools,
that we have more scholars who seem
really to understand this branch, than any
t other. They love to study arithmetic;
) aud whyi Simply because they are not