The spirit of democracy. [volume] (Woodsfield, Ohio) 1844-1994, 1863-04-29
followed by artisans. Its objects was
utility and its ends progress.

Bacon taught that mathematics are val
liable as branch of education, only so
far as they contribute to supply the wants
of society, and that such practical appli-
cation, instead of detracting from the
discipline of the mind, in reality make
that discipline more fOrcible and COM
plete. He considered that mathematics
should not be studied as an end, but as
means to an end. The artisan works
out his results chiefly by the inductive
process Of reasoning, because he finds the
highest degree of certainty in the method.
Bacon observed this and therefore recon-
mended the inductive process for the
advancement of philosophy. What the
artisan had performed successfully on a
limited scale, he proposed to employ in
the advancement of universal science.
Thus Bacons philosophy was borrowed
from the workshop, we may now do for
education; we must borrow from the work
shop by adopting in our school more or
less those processes of reasoning, habits
of thought and peculiar modes of self-in-
stinction employed by our practical men.
But after all that may be said in favor Of
any method, the teacher must be living
method if he would succeed. And as
children love change and novelty, a good
teacher will vary his subjects of instruc
ton and the methods of imparting them,
selecting those most suited to the existing
condition Of his school. a.
The teacher should ever be ready to
avail himself of all the means within his
reach for giving increased efficiency to
his system-methods of teaching are lit
tie better than dead letters in the hands
of inefficient, indolent, school keepers.
The teacher should be no machine, but
thoroughly devoted to his work, and duly
sensible Of its importance. His work
should not cease with the school house,
vet he should not allow the burdens of
the school, its discipline to weigh upon
him. This care should be left at the
school room door, as far as possible. but
he should seek relaxation in out of door
exercise, and his thoughts of the school
| should be devoted to preparing himself to
teach every lesson without the aid of a
book. 1t may be we'll to add here, how
instruction should proceed, to be in ac-
cordance with the philosophy of edu-
cation. Our instruction should proceed
from the simple to the complex, taking
the things and facts which the pupils al
ready know, as stepping stones to what he
does not know. Facts should be taught
before causes Experiments, illustrating
general laws or principles of nature. should
be given before the general laws or prin-
cipes are expounded. For instance, il
I wishcd to teach the laws of magnetism
[ should first make the experiments illus
rating these laws, and afterwards lead the
pupils to express i'll their own language
the laws which might be derived from
Il the experiments and facts. If wished
to teach child the meaning OF the tern
.elastieity," l should show by exper
iments, the form which this property as
) sunes, in different familiar substances
5 Principles should be taught before rules
I. Mere rules never reach the depths OF thu
soul-hence they are as soon forgotten, a
/ their use is omitted. Never teach b,
: rules when you can teach by principles
G Never cause child to learn anything b,
e rote, until he understands the subject
t When he understands it, he will readil,
z learn it by heart, and not by rste; the
i, it will remain engraven on his mind, a
s with q pen of iron, unchanged forever
Instructions should be given to childre
s collectively, they like to do things i
n company with one another, they like t
e learn together, as well as play togethel
d 1t calls into play beautiful spirit of em
i ulation. Besides the answers of the mos
e Intelligent children form one of the bes
!, means of1iestructing the most backwar
d pupils in the class. 1t seems strange tn;
# we should advocate the teaching Of
e child to read before he learns to spell an
e even before he knows the letters of tn
n alphabet; but we believe this to be tn
il theory adopted by the best and most el
i tperienced educators both i'll our countr
y and in Europe A knowledge of the le
NJ ters offords no clue to the sound of tt
Of word. What child could pronounce col
l. rectly without first being told the wol
at p-h-y-s-i-e? IF he reasoned upon it
se would call pc-aytch- 1--we -es- sec. BY VIII;
ID magic could he learn that it is pronounce
le fizic? What is the use OF learning IL
i'd names of the letters or learning to spe
y before learning to read? We learn
" spell exclusively, that we may be able
G write eorrcctly; hence we should lea
9 spe ! ng by writing the words. 1t may
lie deemed a slow process hence one CT
of not wr:te as many wold II ten minutes
f. he can repeat ora .ly in h, same time, b
"a the .slowness Of the process by causll
DIS the mind to dwell longer on the ,relati
g, situation OF each letter causes the wo
in to he more, deeply impressed upon t
to. memory. TO remember the spelling of
ch word, we must remember how it looks.
"a in teaching reading, take care that
he pupil .thoroughly understands what he
nd desired to read This is absolutely esse
he tial to his success. IF he does not co
Ter prehend the thought he can not adequa
,cr iy express Che aahguage in which it II
his bexclothssE i Itsis q mistaken rule to /
M read naturally for it is . misfortune Il
ro- very few. do naturally read we'll. &c
tile reading, ike good window, enables
ION to see Clearly that which is beyond, wi
out out thinking Of the medium throu
ing which we see it, He is the best rea
IAN who brings before us the mind Of the
the thor. iunencum bered by the tints and tt
i've ;r. ,of b;s own style and manner : g