New-York tribune. [volume] (New York [N.Y.]) 1866-1924, 1874-02-16
THE ART OF TEACHING.

HOW STUDENTS SHOULD BE EDUCATED-GENERAL
PRINCIPLES OF INSTRUMENTATION OF IN
PARTING KNOWLEDGE Is NATURAL HISTORY.
No one felt more deeply than Prof Agassiz the
need of a change in the methods and aims of public
instruction. He was a constant friend and adviser
of the teacher well the helper and insprer of
the pupil. The essential object of the course at
Penikese was first TO show teachers how to learn,
and then 10 show them how to teach. Prof. Agassiz
felt that there great need of getting out of the
Evolutionary ruts, especially in methods of instruc
ton in natural history. In the earlier part of the
students course he deemed it of much more i'm
portance to learn how to observe and investigate
than to acquire by rOte mass of facts heaped TO-
gether for the students convenience. He dstrusted
the methods of the books and aimed TO bring the
student into direct and immediate intimacy with
nature herself. This for years had been his method
at the Museum of Anatomy. The great number of
excellent teachers-not a few of them shining lights
in the courts of science-who were graduated from
that institution, shows with what success.
In conducting the school at Penikese Prof Agas-
sz introduced the method which he had pursued at
the Museum with so much success. One of his first
endeavors in the laboratory and lecture-room
10 expound his of the proper modes of teaching
Never attempt to teach said the Professor, what
you do not know yourself aud know well. II the
School Committee insist upon your teaching any
thing aud everything decline firmly to do So 1t is
imposition upon the teachers snd pupils alike to
require teacher 10 teach that which he does moi
know. This much needed reform has already begun
in colleges, and hope it will continue. More can
be done IN this TO improve system of edues-
ton than in almost any other.
1t Is great mistake 10 suppose that any one can
teach tho elements Of science This is indeed the
most difficult part of instruction. and it requires the
most mature teachers. BOT much progress can be
made until people are convinced that everybody is
not capable Of learning everything and that teach
ers should not be expected to master every denart
ment of human knowledge. Do you 4pect the great
artists Of the world TO be good Latin or Greek scbo
ars or good mathematician No more should Won
expect teacher 70 be perfect IN all departments Of
knowledge To have smstterng of something is
one of the great fallaces of our time A teacher
ought 20 know thing iCetL
Select the most common things for instruction. so
that the pupil cannot take ramble without meeting
the objects about which he has been Informed.
1rain pupils TO lie Observers Never attempt TO give
instruction IN natural history without having your
pupils provided with specimens. The most common
specimens as horsehies and erckets. will do well
n any Let your pupils hold the specimens aud
make them observe what Won saw
In 1877 lectured in Milton Mass and ins;s+o1
mat every person present should take grassbopper
and hold IT, and look at it, 1t was an innovation AZ
the time. Help me to make it universal metbod
Throughout the country. Accustom pupils 10 briro
IN NE specimens themselves. Induce them 10 90 10
the next brook or stone wall to get their own text
books soT which they pay nothing. Some specimens
difficult 10 preserve. AID it is delicate work to