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

Not many years ago, il was practice,
nearly universal, in schools, TO conduct all
reclsiions in strict accordance with the text
of the book; The teacher asking the questions
and the pupil giving the answers rs printed
IN the book. To some extent, the same
course is pursued in many schools al the
present time, but far less SO than formerly.
Where 1t has been adopted, il has been
found that the scholars often leaned words,
without gaining any clear or well defined
IDEAS The leading edUcaiionists directed
attention 10 the error, and Lecturers and wri-
ters did wha, they could 10 bring the old
method Of teaching into disrepuie. They
declaimed and wrote against il, and con-
te.ded ssrUugiy snd wisely Tor a ehsnge-
But in education, as 10 other eoncsns, "one
extreme is very apt to follow another" 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 thai
textbooks were 10 be almost, if no; Alto
gether, discarded. Bot the wise and judici-
Gus educator will readily see hal this would
be an enor quite As great as The former that
It's tendency would be TO relieve the pupil
from true mental discipline, and weaken bis
self-Eeliance.
The true plan consists ia medium course,
or in blending of the Two and those leach
ers will be the most successful who unite
the Two liz proper proportions The obiec-
lion to The old plan was no, 30 much 10 the
use of The Textbook, a. 10 the improper use
of il. The book should be used by The pu-
pill, and lis contents learned; and The impor-
iant truths and principles of each lesson
should, if possible, be comprshended; and
If they are clearly understood, they can be,
and should be clearly expressed. In order
that the scholars knowledge of lesson
may be known, the teacher should freely
use the oral method, and ask such ques-
tons as will tend 10 lest thoroughly the
scholars understanding. In conducting
recitations, he should not conine his atten-
ton to the mere questions of the book
He should rather ainf to have a flesh and
clear understanding of the lesson under
consideration, SO that he may be able 10
conduct the recitation without any refer
ence to tine words of the book The skill
full teacher, who feels an interest in the
subject, will be ready TO ask many incideH-
tai questions, which will tend both TO elicit
the scholars knowledge of the direct sub
ject, and also to awaken new thoughts,
and induce him 10 think and investigate
Even the simplest question in Geogra-
ply, Grammar, etc, may be explained, and
made suggestive of other questions; and
The oral teaching should mainly be directed
10 an expansion of the subject. The frs
question in Geography is, usually, "Whai
is Geography i' and the answer is, "a de-
scuption of tina earth" Aud yet how few
scholars, who were taught according to thf
verbatim plan of the textbook, gained an,
well defined knowledge Of the SUBJECT
They could give answers, but they had bu
little real or available knowledge. But ie
the teacher ask additional questions, which
will tend to awaken thought, and lead the
pupil to q thorough understanding Of the
subject in all lis connections, and . new IN
terest will be thrown around IL