The Manitowoc tribune. [volume] (Manitowoc, Wis.) 1866-1878, 1877-04-05
EDUCATIONAL.
PRINCIPLES OF INSTRUCTION.

developed normally according to psyche
logical inner intellectual laws. The
whole instruction is governed by the
principles of nature; the course of in
struction progresses from the observa-
ton 10 the understanding; the means of
education is stimulation to self-action.
The result is the liberation of the young
mind, its education according to natural
laws, readiness in action, in speaking,
representation, proving, developing, etc.
The teacher does not make himself the
center, much less the matter of instruc-
ton, but the child is the center, the
teacher is accessory and makes himself
and the material the instrument and
means.
l. In ali cases the new acquisitions Of
the child are added to what he has al
ready gained by experience and observa-
tion, and he is taught to represent the
knowledge already obtained by words.
The method proceeds from the known to
the unknown.
2. This unknown is, if possible,
brought before the pupils eyes; he is
made acquainted with the single exam
pies by immediate observation; this ex-
ample is considered, analysed, the dis
tinguishing features are found, compar-
ed, separated and connected then the
name for the thing is added and learned.
This method begins with the thing and
combines with it the word, it developes
from the single example the idea next
related to it, and from this the next
higher idea, etc, from the concrete to
the abstract. This is the way in which
knowledge and conceptions have deyel-
oped. Later we go in an opposite direc-
ton, commencing with the general idea
and seeking the example for the given
rule.
B. What is to be remembered we first
make understood for only that which is
comprehended is easily and with pleas
ure retained. No person is an automa-
ton, and no one should be treated as
such. But then we expect him to re-
member what he understands and we
practice him in it SO long that it belongs
to his intellect for life and he can use it
freely at any moment.
4. Everything rational is treated in a
national manner, by means of the senses
we let the pupil find what is to be found
5. In historical, given, positive mat
ters the teacher relates; the scholar must
also learn by silent collection; but the
narration is interrupted by questions. In
other things teaching by dialogue pre-
walls throughout.
6. Everything without exception is
put into proper form for the pupil. He
must be able TO represent all he knows
with readiness and rapidity at any mo-
ment. The pupil is to learn to speak,
not the teacher. The less the teacher
talks and does, and the more the scholar
the better. Dictation occurs only as
much as is absolutely necessary; instruc-
ton by dictation is bad method.
7. We always begin with observation,
"iuii Vic IiCtiiuuJ "ith-hIit COLI
crete, because only from here ideas can
be developed naturally, bece use there
Is no way from the ideas to the simple
conceptions, and because If we should
try to teach in such q manner the result
would be an empty, barren work of
words and dead knowledge, which gives
the mind no healthy nourishment and
with which nothing can be done in life.
For the same reason we begin with
things and conceptions, not with words.
For words by themselves do not teach
what they represent, but suppose it to
| be known.
8. The chief point we keep in view in
| instruction is the formal, although in
! constant connection with the material,
not only for the Ieason that there is no
purely formal education, but also on &C
count Of the valne of knowledge and
ability in themselves, if they have only
been acquired by self action. This self
action consists i'll the beginner in learn
| ing that which is given to him and grad
| ually changes into inner self action.
| This progress from passiveness or mere
| outer self action to the most inner self
| action in separate thoughts and whole
series of thoughts takes place through
| intellectual motion, which in the child is
always combined with bodily, and with
! out unquietuie Of the whole being can
not at all be conceived. IN this relation
| the great task of the educator originates
! the perfect performance of which shows
! the master, the task not to disturb the
mind but TO strengthen it and educate it
| to seif-goFernment, SO that the whole
process of development and thought
takes quiet and steady course and out
er calmness combines with the greatest
inner self action. But this mark lies
outside of the years of the common
school and can be fully realized only in
the perfectly ripe youth.
8. Everything That can be found by
the scholars themselves from the ideas
already their own, should be found, al
| though under the constant leadership OF
the teacher. But let US here not forget
the word Of the poet: 'sOne thing is
not good for ALL and the teacher would
do injustice to his scholars and himself
if he did not acknowledge the boundary
lines of human nature and demanded an
equal amount of all and of each one
| all