The Kenosha telegraph. [volume] (Kenosha, Wis.) 1860-1888, 1876-09-07
ERRORS IN TEACHING,

hhhUh0 LIN IhAUHlNGa
There are certain errors which seem
to be inherent in school teaching, and
to few of these we wish to call atten-
ton at the present time. The teacher
is in constant danger of allowing bis
methods to degenerate into he mechani-
cal. into the mere application of rules
and fixed processes, without regard to
the underlying principles or circumstan-
ces which should modify them. Not
that this is the ineYita bic and universal
result, but 1t is the tendency which in
far 100 many cases is not sufficiently
guarded against Teachers need to
strive constantly to present such meth
thods of instruction and govern ment as
shall tend 10 deUezop and strengthen the
minds and characters of those placed
under their care and not store the
memory with dry, lifeless facts which
are Of comparatively little value to the
possessors.
One Of tho most serious errors in our
district schools is the disregard of CLASH
fication. Pupils are often put into
classes apparently without regard to
their degree Of advancement or mental
capacity, but simply to crafty the ca
price Of children or parents. This must
not be allowed. These of equal attain
ments and mental ability must, so far as
possible, be classified together. Dis
triCt boards should by their authority
sustain and assist the teacher in this i'm
portant work, for it is very evident that
a poorly classified school can never be
efficient 10 matter what the skill in in
structiou that may be brought to bear
upon it.
Again, serious errors arise from the
want of an intelligent appreciation of
the relation of the tee cher to his pupils,
of the powers and faculties of the mind
and the proper order of their develop
ment, and of the true order in which
the various studies should be taken up
In order to secure the mcst satisfactory
results. Thus it often happens that
studies which naturally tend to develop
the perceptlve and reasoning faculties
are made to depend almost exclusively
upon the memory. The imperfect re-
suits which so often follow the teaching =
of spelling, geography, and history
may in large measure be attributed to
this cause. In spelling for instance the
photography of words must be learned
by their form, ana by the impression
which that form makes upon the mind a
through the medium ofthe eye. Hence
the importance of written work, and Of
CultIvating the faculty of observation as
we'll as that of memory. Closely allied i
to this is the practice of requiring pu- s
pills to commit to memory rules and defni- P
tions of the meaning of which they
have no adequate conception. True
progress cannot be made unless our ru.
pills advance W1aderstapding5y, step by t
step, proceeding gradually from the
known to the unknown, associating I
ideas already received with those to be ?
acquired, and never attempting to grasp !
subjects wholly beyond the reach of the a
mental vision.
These errors are fundamental, and l
must be carefully guarded against by
him who desires to send forth into the
world upright and independent citizens
as we'll as clear-headed scholars-men
who are pure and noble in their charac-
ter, cool and dispassiOnate in their judg-
ment, haters of iuiqulty, bold and !,
fearless advocates of truth, justice and =
morality. "
HINTS. In the government OF child
rem avoid much talking. Make few s