New-York tribune., 1879-09-11
SOCIAL SCIENCE.
Continued from FIRST PAGE.

hoie valuable services 10 science hsd ther Sron m
research been arrested hy constant chaengins mo from
powmnded and critical paPls MnsSSer Secc nS must gai
been true in ne pas. dats MAINTAIN close and
constant sympathy with the ipteleolh lico o
Ne conclude then that far as education u COn- %
cernei with rcsearell II cSAhot p' tsoy JIs;rInted
b iveen the matter taught AID the re od o! lMpats
inc IT, Hercia lie, the promise ana ,oS ~ me danger
e inistang the scientific Ia form iot tie sSono , ~
osu,ie, which the you;l can be developed 10 sclci
genius from the work Of ,cachin-
METHODS OF INSTRUCTION.
v.,bave already anticipated our second topic and
r,s.ed from RcsoagcA to EXPOSITION or Iustruc'i"n
sLa; this last "a the most important element VIII oe
generally accepted " tie old times the living 'eaenei
vas held to be essential, wheu printed books were u
Ion or rare and costly. In modern times the variety
~ hok. and iustrtions hes made the occasion lees
IMPERATIVE Tor teachers services Blt even 10" 'io
iyne teacher is always preferred aud oiIen ieqeu'
ana Tor the following reiscus
Hcis needed 20 Instruct student as to the knoW
tsee which Is accepted and established lie c'h'o. -
cape the fact necessity thai teaching must IT
Ia, hegl, with arfhority on the side ana with con
encc on tle othe. In former times when eVc'y'Nihs
tucht was unquc q. the duty % the teachr was
simple lie needed only 70 repeat what the e"u'VH u
HE philosopher All 'uei. and his task was echleN'u
Bnt who these uiues SHAH sNy WhHt is uN'" VI ~
esiyeda or who al venture 70 predict vhat VII cou
ANN. TO be established In tic next gcncratout MAeh
rverrthng Is questioned even whether iheo DC 'o'e"'-
or pupils or whether they belong % the same specs OF
acknOa ledge the Intellectual lava or nave i''
n, ,ruapep exsien &C. the trials o. teachers and pnps
ar, M aifnd when 'YathcInaca axiols are 9ueS''n'''
the possible emergrace OF new relations ot space "uu
runber f. allowed h. high mathematical antho'iV' ]"
would seem that neither personal CONVICTIONS hoi syn
tyidcut truths Car he the ground OF AUTHORITATIVE
declaration. The ardent and hopeful Instructor Is
,en1tci t. anticipate true some paradox wmoh ne
s1Ntf years NAV iNNcINl -
;fe IN order he be abreast HA tAe "~NsIclhe
lie rens of distraction FROM these Influences are
serious ond manifold Byen IA pure science istucto
witch are Il. supplied by dogna,ism conjecture ana
IoInancins. Auc. more scro arc "a peI.s nnu Oiu
tllics A.aa encountered when the suiyrctlH.'i
concerns directly remotely the interests ana e duties
lie of .ccuce or tue discoveries OF ctiu-
ts'u seem cstuhtn' sHcieduess VI duty me
S.,cT sT e cTc, Of worship and he sieadfalines OF
lam thr conflict is perlxng TO every cNnsceHti9us
dar, l. teach tfue assert WITH he authority eI per
foia! conviction The question s sui more pcipeAl
N.a TIE ttaC her represents tie Stale, ant tc inquiry
/. uo longer what he instructor may luopoand as hi n
diydae belief oIt vh. he may u,c.'iS & on .4v SD.lo %
and ctnic. consistently with tic Freedom ci ulNcU4
.o.'vc'ous or Without violence to rel sous TRADITIONS
r, tacse Iciiis he modern teacher can lud d-iir
,rance, tnc modern STATE, EXCEPT 10y more pos
r'nsi the sentiment Il SIDE of scientific theories %,
guide t. latin and it 20 license OF spt aatlon' tAah
Tbs snj ct a. reccaiy forced itsef upon the attcu
Of OF authority IT, Nf-EttaA
lie, IN an active cOirONtrsN betWeru ..l,s7o-s -
chow and HsOchel Ihc threatened application "a E.''
O.ogv ana pa@outo0gy Of Isycaelogy ana othcs' o.
i.r.rlenec .ad p.llo- 10 the denial co. o'siiGci 'h
distinctly rsi~.i The question - scientific eirce- wen
al M What scusc can a speculative theory WMcA j.
l.4cd ln ,ncl . To be- Taught d. the authority
" i, i. .urs oil science under the protection oi tc
kra.,. a. o.! country happily exempt uoil me
irtosiiy ulcetur tlis Gucrol ln losI - 20 nN,-
..scIloD hy tie Circumstance t.ist the hlolc
e.
limited eAt1L Il Icua'us 90 te seen whethrr
y viii NOT seriously lnterieie WIN tlc aHiAih-
i-frniion Of any education by tAc s.ie eScopt ihat
winch s., >ticf5 elementary "na secular, "li Nnsi
n ,ify s.I not al fars create s,rou, ehi'nt}. MOI
vil.iariiac Nha'ovtr my ne tc speculative or i4a1-
uci dmcuteS, The prrc'plc remains uN'."., ,h t,+, @
the lvios teacher 10 leach VIII effect must 'eHea "it1
INn1vIpUAIITY or THE TEACurR.
IL The living teacher noaded to mpart TIE truth es
Il Is shaped sud colored by his individually Every
mar who wound teach his feow-inan must meet nun as
isron oud II through his personality tnat he eau
Imr. what he has 20 give. Even In setting i'ith the
ro.t abstract trun BE cannot lay aside his individual
m.,lod, q. cou,cy.ng and presenting H. Il nust be
O.plo1,h.d from bic own vie" ana arranged AZ al
cri,r peculiar 10 lm- l Il must be mate fnrsn Sng @
living Is Illustration, drawn uon Ills personal NE
rud pc warmed n3 lue icr.or and .ymlal "nc- men
spring from me- ON" he'rt 4. th5 sam sam une We SSt
n.olcn isecnins win is p,cdar ana nnIeniao,e sA
persoha oi.iu., auc tends strongly to proceed in1tno
b. may aiolt h!s ustiacuons 10 ia. nii' 'du 'ip"cI
trs arl rp,r OF hi pupls. Iac local conception o
t,ches ,enat Doe believe. and Knows after th. la4na,r
In which he las lca,ned OF hots IT, bDt re, ,nineni}
tla, a. sloIli stud! the capaci! ol caCh ru ~ :
.,S N." @ '' si' Tia tGc icndeEcies oi
S'd~fi educ...oa set strongly tawaFl ovelooAine tho
lrjviu n ttc Glass iI tc Qr-',1 ns ISn. nc Gu IL.
Individuality the Dohest oi what hC Gallo scientific
r,thod lead iA mete ieLoisc.e.e.y 20 ''Lcc 20 t s
slrt of system. or M, Own iii'-;. e''N,.t'ee '"o
ta44,i.ua! tpltuGcs aua capacities 81 hi- pupils.
rNsvINl>G TIr WORK OF TIRE PUPILS.
Ill Office Of tAc TeacEor-thc examination Of the
vo1 If tle parll-. Under this utle We Include eVor
ffsi aDi ne,h ID ia which pupil can be required 20
t,.oaucc Whs Ls has learned. whether he more Aau
pfce ia day . only once term or ear, whether
Vith ho sharp ron"issncss Oi an oral reply To question
OF the fuu,ss Of an ,I dscoulsc OF tAe deliberate
ness o. Written cisqus';!cn. That exauinalons or
hol equivalent Indispensable to enable IN teacAer
10 adapt Li. teachings 90 the canactcs Of his pupils is
to, Obvious ton,c, any enforcement. That the pupil
needs 20 acquir, unGeG tie stimulus tha comes from
knowing that he must rosla what hc receives ana repro
fucc It when called ior, 10 se!i,c'idcnt
Gad yar,d iu form and hotonsthfss ou7ni
TO bc equally obvious IDat tAe yea heI i "'
he can DO So without hialciiug Dis own freedom ~
eachiue, ~ Ste'iey.Grnt IN, IS tne oi1 ns ~ j, % .
tAe history oi ti' soc Iei e,Iti'loh' or I'vD
lar ia country ir tnat spocia sense. The exercise
cl :he natural ID not tc Eec ssniy ou;cFo%in fIon
Ia .ri.aai auI thc best -4od teaching by con'
cation as wEtl socrates iift caught aAo corner shu
Mas ou ..of rXe;hi eye iu IA, stroets ot naiAci-
't,.- % Ati.n- when Plato u gsiing or aut"eIiug
BIZ own ions sOar,d ir'o those rhs of n' no
logical Wisdom which Ais auditors couii not ana ~onn
rl restrain Wacn Ali,yl. subjected tla lNrii2
viu whom he walked up 0ud down 10 s.'rp hIe Oh
C-O.s-quf f-fioi snF.
Wlaieyer he ine form the appliances o. tEc exam
i'laffn'. l. mo same. ui mat IL tcif tic
Learner - bound make wuat Ac hos heard or read 80
f.. I.s oau that b, fNrla oI reproduce II n hit
tsi, n.uaso aud after bis own method. " = on az
he mufoNcnents of modern education that IL lnNa
a., at,r stress than formerly on every spcirs o 'A
',tr|f.ff.n. forsa. 90. examinations have Ittu
vsrei In.if severity hgs been increased Greater mn
por ce has attsoleh 10 tntu as 'cs oI scloy