The star of the north. [volume] (Bloomsburg, Pa.) 1849-1866, 1857-04-22
Oral Teaching.

Not many years ago, il was q practice,
nearly universal, in schools, TO conduct all
recnallons in strict accordance with the text
OF the book; The teacher asking the questions
aud the pupil giving the answers as ptinied
IN the book. To some extent, the same
course is pursued in many schools al lhe
present time, but far less so than formerly.
Where 1t has been adopted, il has been
found that The scholars often learned words
without gaining any clear or well defined
IDEAS. The leading educalioniss directed
attention 10 the error, and lecturers and wrl.
terra did what they could 10 bring The old
method of teaching into disrepule They
decIaimed and wrote agains, it, and con-
,ehded strongly and wisely for change
Bu, in education, as in other concerns, zone
extreme is very apt to follow anoihern In
advocating The importance as oral teaching,
some went too far, and gave undue promi.
nence 10 The subject. Sons teachers were
made 10 believe and 10 act as though oral
teaching was the only true method, and that
textbooks were 10 be almost, If no, alto.
geiher, discarded. Bu, he wise and judici.
Gus educator sill readily see hat this would
be an error quite as great as ihe former that
It's tendency would be to relieve The pupil
from true mental discipline, and weaken bis
self-reliance.
The true plan consists in medium course,
or in blending OF The two and those teach
ers will be the most successful, who unite
The two ia proper proportions. The obrc-
ton to the old plan was no, so much 10 the
use OF the textbook, as 10 the improper use
OF it. The book should be used by the pu-
pill, and lis contents learned; and the i'm por.
liant truths and principles of each lessen
should, ii possible, be comp rehendej; and
if they are clearly understood, they can De,
and should be clearly expressed In order
that the scholars knowledge OF lesson
may be known. the ;each.. should freely
use the oral method, and ask such cues
tons as vii! tend to les: thoroughly The
scholars understanding. II conducting
recitaiions, lie should 10; coatne his z:,e2.
''S-' ~ ''tN ---S-S I%S~s-S--S * SN'-'A
He should rather aim 10 have a :ssl al
clear understanding OF the lessen u-is:
consideration. 50 ika; be NAV te 2t.e =
conduct the recitation without a7y o;s:.
eace 10 the words .: lhe tcck. Tie s1--
!ul teacher. who iee,s a. .-:s-s$ u ;ls
subject, WI. he ready 70 Ask :1a-y -:.3s--
tai questions. vAica vll ieai So:a = s-sc.:
the scholars kacw.sjss oi :1e G!-a;: So
iec: ana a,so - awaken rev ;Ac--1-s,
and induce him . ;a..k al -=vsSs-2;s-
Even The s.mp.s>; q-sS;.a= - Gs>S-a.
ply. Ggan,mA-, s:c -'ay - sN?.12s@. 2-l
made suggestive c. che; c-s<,.>-s, Al
the oTa. teaching <hc2,& --:&,=,y y l.,a,.si
TO an exYAas,aa :: :@s s,:s.,A;;- - -;
question n Gt>,--a?Ay = @>-s~-y. w.,
is Se<,s7&rAy :" AZ - a-$U.- = Il -
<c-p,.oa :. - s4,s2 AaG -: k>u < =
scholars wAa we-, 49,; &oe>-S.-s =, -
verbatim : 81 = - :sN;.NN,&, <2~s: s-y
We. 1st,y& k,,w.;,,-;e : - >@Sra;; -
r>cy >,@,& srs A->ws-S, =, ley -; =:
A;:,s rsA, :; Av&z.AS-s kz,a 49, :, =;
iSs ;aacAe; S>& 49, ..s,~A ,-sS-1 - ~
", sSs,. ., SuSks= ;SsS;A;, &-& bas& ~
Yvril - : :N,>o,.-sA G,Sss>-srteS = ~
<vH;,>, u =, - >s,%s>.s,s-<~ AZ osN =,
,sosS NJ X sN7sWs so>sa& =