Lexington weekly intelligencer. (Lexington, Mo.) 1871-1887, 1876-03-18


students. We italiciZe the word for reasons
which will appear further along.
Your former townsman. Prot. Bahlmann,
seems to be highly popular with the STU
dents. Prof. Campbell, one OF the best ed
uuaLeh men i'll the state, it is said, an in
structor in the higher departments of PM
lolosv, astronomy, &c, seems almost irdis-
pensablc.
Prof Osborne, though 4 teacher Of con-
siderable reputation, did not seem to impress
us as favorably as others of the faculty. He
vor, earEestness of manner. and personal
magnetism, to endear the pupils to him and
fire them with Zsal and enthusiasm in their
work. However, it is not our intention.to
find fault with any of the faculty personally,
Us teachers.
We, however, seriously question whether
the system of instruction Is u good one, and
appropriate to the WORK Of training teach
ers. This is the business of Normal schools,
and they should adopt the most improved
methods of instruction founded on Il knOw!-
edge of the peculiar nature of the mind. and
the latest developments of sclence.
There are W directly opposite systems of
instruction, which we call tue subjective and
the Objective. The meth od OF presentation
in the first is deductive, that is, the pupil
begins with the enunciation. by book or
teacher. of Il law. principle or definition, by
which be is to- be guided in his investiga-
lions, without stopping to question its or
thodoxy. The method of presentation in
rho Sa..nnA 10 inlr.fivn t:,.t IL n a,,I. ~,
from observed facts to law principle. or def-
milton.
The first Is called Subjective because it
begins with the subject. and ends with the
Ultima facts. The method is deductive
because the pupil is taught 10 reason from
established truthc. winch he must accept A.
true.
The second Is called Objective because 1t
begins with the study OF objects. The meth-
cd is inductive because it leads on from OBJ
jecls or facts to law. principle or definition.
Tho advocates of the Subjective system
claim that mathematics is the best study for
the development OF the reasoning powers,
while those of the opposite side claim that
the cultivation of the SENSES. and the power
OF getting facts, comparing and generalizing
them; in short, that inductive reasoning
should prscede dedurtive. For this reason
they claim that the study of the Natural
Sciences based upon. actual study of the
objects themselves. and then followed by a
plan.
In the first case, the pupil assumes that his
premises are correct, and does not question
them; and then forms the habit OF taking
things for granted. In the second case, he
finds that he Is often mistaken, even when
he was sure that his premises were correct.
He thus forms the habit of taking nothing
for granted until proven.
In the great game Of life the first will be
liable TO be imposed upon, while his friend
Will stop and consider the evidence, and
will, therefore, be most apt to succeed.
We have %ourself, we think, given both of
these systems u fair trial and pronounce, un-
hesitatingly, In favor of the Objective, and
cannot but regard it as unfortunate that the
old faculty were not retnined, for reasons
already assigned they being very able ex-
ponents of this system.
Under the old regime, botany was studied
with the hand full of flowers, leaves, roots,
fruit or stems comparative anatomy and
physiology by the actual dissection of vari-
Gus kinds of insects. birds, reptiles. animals,
etc. The woods were made to p,y tribute
to the zeal of teachers and pupils; while
air aud water did homage also by supplying
tue laboratory with sacrificiai offerings.
But we were sorry to see that, with the
inauguration of the new faculty, things are
not studied, but only books which tell of
things. However, we do not find fault with
the teachers on account of ineficiency, but
only with the methods of instruction.
However,, as we said ut The outset, we were
glad to see the pupils So susceptible to the
impressions made upon them by the teach
ers in expounding the mysteries of the text
books.
Readers, please excuse us for taking YOU
on Il wild goose chase into the regions of
metaphysics. 1t as:.unintentional, ut the
outset; but our pen is very Maynard some-
times.
In our next. with permission Of the edi-
tor, we will tell you something about War
rensburg stone-quarrics.
No local intelligence this week, we be-
lieve. PHIL.