Belmont chronicle. [volume] (St. Clairsville, Ohio) 1855-1973, 1860-05-10

Examination and Exhibition occupied the
time, so that the essays or papers could not
be read, therefore, Mr.. WIN. T.. Stamp, the
teacher, made an appointment to meet the
scholars and their parents on the 2lst of
April, to read the papers. 1t was done in
accordance with the arrangements, and, to
speak in the highest terms of the scholars
productions, they having been all original
aud to the point. l will take the liberty Of
saying, that 1t was acquitted with great
credit to both teacher and pupils, and to
make good better, Professor Alder delivered
a speech on Education, of which | hope you
will publish a few extracts.
In showing how instruction should pro.
coed to be in accordance with the philosophy
of education, the Professor remarked:
Our instruction should proceed from the
simple to the-omplex-ttking the things
and facts, which the pupil already knows
as stepping.stones to what he does not
know. Facts should be taught before causes.
Experiments illustratingi general laws or
principles OF nature, should be given before
the general laws or principles are expoundsd.
For instance, IL | wished to teach the laws
of magnetism, l should first make the ex.
periments illustrating these laws, and alter
wa.ds load the pupils to express in their
" language, the laws which might be
derived from the experiments and facts. II
wi;bed 10 teach a child the meaning of tn.
term elasticity, | should show by experiment
the form which this property assumes in
d different familiar substances.
Principles should be taught before rules.
Mere rules never reach the depths of the
soul, hence are as soon forgotten as omitted.
Instruction should be given to children
collectively. They like to do things in com.
pany with one another. They like to learn
together, as well as play together. 1t calls
into play a heallhful spirit Of emulation.
Besides, the answers Of the most intelligent
children. form one of the best means of in
structing the most backward pupils in the
class.
In speaking Of the qualifications to be-
come a.good teacher he said:
"a teacher, who 10 ignorant OF human
nature, is like an engineer who sets to work
to erect a bridge before he has made him
self acquainted with the properties :.ot the
material employed in the structure. Whea
his work is completed, he finds that the ma
terial is broken by pressure, or by the ex.
"pansion from heat. 1t is true he might
console himself with the reflection that his
plan would have been excellen, If il had not
been for the peculiar properties of the ma
terial used. Bu: a wise engineer would
first make himself thoroughly acquainted
with the nature a properties of his material,
and then, knowing the difficulties which he
would have TO encounter, he would provide
against them. In like manner the teacher
who is thoroughly acquainted with the laws
of mind and the true philosophy of educa-
+ ton, will suit his methods of instruction
TO the soul which he is to rear, and fore
seeing the diff which he has to en-
counter, he lays his plans aud adopts his
methods accordingly.
f A phi osophical educator will always suit
his methods of instruction to the age of his
pupils, and to the condition of the faculties
to be developed. He will also administer
TO them that intellectual attainment which is
best calculated to promote tho growth OF
their faculties.
Under a proper system Of instruction,
children rarely require any other motive to
attention than the pleasure which the ac-
QUESTION Of knowledge affords them. But
what natural motive Gun any child have to
study that which Is above his capacity, or
to commit to memory what he cannot com.
prehend! We fear, even in our own time,
that there are very few teachers who are
sufficiently awake to the Importance ,f be-
coming true teachers, who teach living truths,
in such a manner as TO make living, grow
ing, thinking scholars.
The ability thus to teach depends to q
very great degree upon the art Of education
or the practice Of lae principles, Of teaching
based upon the true philosophy OF education.
One may learn these principles, without ac-
curing the art or skill to put them into sue
cessfuI practice. A man may learn the
principles Of agriculture, but it he does not
also learn the practice. he will not be likely
to raise very good coin, or have abundant
harves,s of wheat, A man may be thorough.
ly acquainted with the prime pies of architec-
ture, and yet may not be able to make a
barn door, from lack ef practice in cheap
p'iSu'ioh VI W. Pi'hNiP'Sej W thO uoc
Of his tools. In like manner a man may be
acquainted with the leading principles of
educStion, and yet he may not be able to
teach a class of little children to read. It
is a lamentable error to suppose that be,
cause a man has knowledge he must neces
sarily possess the art OF communicating that
knowledge to others. Our system Of educa-
ton is wofully deficient in moi requiring our
pupils to tell more-to communicate what
they learn. Milk could never give the child
nourishment il bottled up and sealed. In
struction will hardly do more for Thin, If il.
be poured into his mind, without teaching
his faculties how TO use it-without dis.
c ipline
The philosophy of education should 60
hand in hand with the practice of it. Every
step of advance taken by the one should be
followed by u corresponding progress of the
other. Philosophy should suggest plans and
arts should try and test them. Philosophy
should build up a structure Of general prin.