The Wheeling daily intelligencer. [volume] (Wheeling, W. Va.) 1865-1903, 1868-07-03
HEW BOoKE


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rszipis1s, Of external fpdusDess. Il l.
itssiI z living P0Ee-. i u EGed upon
only By sziTT1nS up fts Own activities.
Ths operative upon DIDd, unlike the
cpsrEI;Ts upSn matter, mUsE have the
sctJEs voluntary co-cPsTsisoo Of that
9 p.ou ~b5cn ne TTOgks. TIE teacher =
doing bis E0sk, only 60 Isr As he get
EOrE firm the scholar. TIE very -
.sncs xpd rooi Of me EoEk are IN the
scaoIHT, DoI "a LIE tsscbe=. 30 onss IN
E.c., 10 90 important sense, IS Taught at
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Tns teacher mHT bs pBslui, as an aux
illsE-, Il csusipK Ills Ec<!OL on the part
CG me scholar. Bur she oDs. indisPEn-
sable. vital thing in all learning, - IL
the scholar himself TIE old Romans,
10 tSsiF EOro edo cation ledlboere, 10
draw ont, sesm 70 have come nearer 10
ibs tree idEs than any other people
nave done. Tbs LeacnEr is 10 draw CIT
ihs rssoDEczs Of TIE pupil Te: even
this word comes EhorT OF tie eLacI
truth. The teacher must put in, e
wei! as draw ont. No process Of mere
pun ping will draw ouI from child
mind knowledge which IL no. there
al. the poWer Of tie Soc:atic method
could II be applied by Socrates himself
would be uuaTEiliDE TO draw from 3
cblId'S mild, by mere questioning, &
knowledge, for instance, of chemical
a6Dity, Of the solar system, of The
temperature Of the Gulf Stream, Of lhe
doctrine Of the resurrection.
What, then, u teaching?
Teaching is causing any one TO know.
Now no one can be made to know q
Ihibg but by the scI Of his own powers.
HIS oEn senses, his Own memory, bis
own poWerE Of reason, perception, and
/ Judgment, must be exercised. The
function Of the teacher Is TO bring about
ifis exercise of the pupil's faculties
/ The means to do this are Infinite IL
I variety. They should be varied ac-
| coSdiDg 10 the wants and The character
! OF the individual TO be taught. Ont
| needs TO be told thing he learns mos
| readily by the ear. Another needs u
| 0ke hin eyes, be mus: Eee thing, eth e
| In the book or in nature. Bot neither
! eye nor ear, nor any other senEs OF
| faculty, viii avail 10 ths acquisition O
| knowledge, unless the power of stten.
ton Is cultivated. Attention, then, i
the first act or power of the mind thai
must be reused. l. is the very fOuDua-
ton OF all progress In knowledge, and
tie means OF awakening ii constitute
the first step 10 Ihs educational art.
When by any means, positive knowl-
edge, facts, are once ia possession OF
the nInd, something must next be done
70 prevent their slipping away. You
may Sell a class the history Of certain
event; or you may give them descrip-
ton OF u certain place or person; or you
may lie. Them read it; and You may &C.
cure such a degree OF attention, that, at
the lime OF reading or the description,
they shall have fair, Ineligible COM
pEehspsion Of what has been described
or read. The facts are for the time
actually IN the possession Of the mind.
Now II the mind WAS, according TO the
old notion, merely u vessel to be filled
Ihe process would be complete. But
mind Is not an empty vessel. 1t is q
living essence. with powers and pEocea
sG9 Vi III VHts anu 1IO"G
us that Ia the case of class OF undis-
cipIined pupils, facts. even when fairly
placed in the possession OF the mind,
oiten remain there about MS long as the
shadow OF u passing cloud remains
upon the landscape, and make about
as much impression.
The teacher must seek, then, not only
to get knowledge into the mind, but TO
FIX il there. In other words. the power
of the memory must be strengthened.
Teaching, then, most truly, and in
every stage of IL. Is y strictly CO opep-
alive process. You cannot cause any
one to know, by merely pouring out
stores OF knowledge in his hearing, any
more than you can make his body grow
by spreading the contents OF your mar
ket basket aE his feet. You must rouse
hold of, and make his own, the knowl-
edge you offer him. Yon must awaken
snd strengthen the power OF memory
within hun, that he may retain what he
receives, and thus grow In knowledge,
as the body by a like process grows in
strength and muscle. In other words,
learning, SO far as the mind OF the
learner Is concerned, Is growth; and
teaching, SO far as the teacher ID con-
ceEued, Is doing whatever Is necessary
to cause that gfowLh. CE
MOOre's Life OF Hon. Schuyler COIEax.
7. B. Peterson d Brothers, No. 800
Chestnut street, PhiIadelphIa, have in
press and Will publish in few days.
THE Life of Hon. Schuyler ColfaK, !"
written by Rev. A. Y. Moore, of South
Bend. Indiana, who was for twelve
years. as pastor and friend, in the entire
confidence OF Mr.. colfax, and had ac-
cess to the dies of the paper published
by Mr.. colfax for twenty Year,, and