Fayette County herald. [volume] (Washington [Washington Court House], Fayette County, O. [Ohio]) 1860-1???, 1869-02-04
For the Heraldl
METHODS OF TEACHING

I analysis, we Will ma That the fOl-
lowing methods Of teaching are ex-
taAt: rD uI 4 Egr
l. The Deductive method. lt
g. The Inductive method.
3. The Analytic method.
4. The Synthetic method.
5. The Topical method,
6, The Word method. t.
T. The Phonie method.
8. The Pouring.in process,
9. The Drawing out process.
10. The Developing process.
A formidable list, truly, yet all
useful in their various ways, and
necessary in the proper circum-
stances. But stiIl they present d.
rect opposites in the practice Of
teaching. Perhaps our best eduea-
tors give preference to the first,
third, fifth, sixth, and tenth.
The first two, in very many re-
spects, are the direct opposite of
each other. In the one, we proceed
from the whole to parts; in the
other, from parts to the whole
Thus, in teaching reading in ono
case, we commence with the letters,
then spelling, then read. In the
other, reading, then words, then
letters. In grammar, in one case,
we commence with the sentence, in
the other case, we teach first the
parts of speech, and next the SEN
tence.
Good reasons can be given for
adopting either of these methods;
hence it may be well to examine
these points. Which is the natur-
al method, and which is produc-
tive of the most good?
A child will know a cat or a dog |
long before it will notice that it has
ears, eyes, hair, DC. 1t seems to
notice generals long before it de-
scends to particulars. If we desire
to teach a child about watch, we
would first show the watch and its
uses; then take it apart and show
its structure. This course seems I
to be preferable to showing its
wheels one by one, then putting it {
together and setting it running
as in this case the child is taught
great deal that is arbitrary, and l
without reference to ultimate use.
Is not the statement, that a child |
must first learn a great deal that is {
arbitrary and of which it knows no {
use, false and wrong? To illus I
trate: We spend from three to six :
months in teaching a child its let
ters and ab-abs, and all this teach
ing is arbitFary-the child having
no fixed idea ofwhat it is for. We
also spend months more ofthe time T
Of the child in coming over long,
lull columns Of spelling, from II
which it obtains scarcely a ray of
meaning. Is not this method Of
Instruction an injury thus far The '
child acquires a habit of inatten-
lion to the meaning of language,
'ead or uttered and in after life,
nay read volumes and listen to dis
courses without attaching any
meaning to much that is read or
leard; therefore, as the result of u
uch training, may go through life
Without any fixed purpose, and ev- p
I without any oflife's hNppiness,or
.ood works. o.
Our teachers, are responsible, to g.
certain extent, for the mental hab- 81
IS which are to last the persons "
trough life. They mold the charac- e.
sr, and as they mold it, it tremains.
low important, then, that the hun +
red and-one little items that form
rental characters should be fixed st
right To again illustrate; A pu- I'll
il forms the habit of attention, or Ii
ne Of NEUTRALITY-SUSPICIOUS. to m
hat it is doing, or what the teach ri
+ is saying; or the mind wanders ii
fl, and it does not learn; atten- W
on to the meaning Of the words et
reads or hears-to pauses, spell th
lg, proper expressions, DC. 1t 10
orms the habit of precision, or not 81
+ accuracy, neatness Pleasantness, fr'
C., or the reverse, The subjects an
nd things taught should be pre-
;nted fully to the mind, and that tn
ind be in proper condition to ap-
rebate the teaching.
All study and every exercise oV
lould have some definite ultimate hi
lject, A subject may be present pa
| to the perception only of wi
holar, and so no further ; or it may Yo
ach the understanding, and the an
lpil may understand itS and furth-