The Salt Lake herald. [volume] (Salt Lake City [Utah]) 1870-1909, 1881-10-23

child in the nursery has happy way
OF acquiring knowledge and discip,
line. His home. the little world in
which he lives, is now his school.
The domestic snimals, his pleymstss,
and bis toys occupy bis attention and
awaken his interest. His mind il
fully alive to every objec. his eyes be-
hold. Observe. now, the natural
process of learning, and from this
learn the natural method of instruc.
ten. Firss che object, then is mama,
and finally its nuture and uses. The
child never deals In distractions, nor
!roublss himself about the unneces-
sary elements OF which that object is
composed. He oares Hothing for the
etymology OF the nsmes nor the
sounds watch, e,mbined, give it ex-
preston. He knows it at sight, and
can speak it without hesitation. It's
utility be now discovers, and values it
only as be Gan turn is 30 some prsc-
teal account.
Now transfer this child TO the school
room, anu common sense teaches that
the object and word method OF in.
struction must be continued in distinc-
ten from the alphsbetic. The word
method negins with the words found
IN the book, and the child learns to
read correctly and fuen,ly hundred
pages in "Webb's First Reader" be-
tore he is expected to know the name
or eound Of 9 single letter. But some.
thing more ia here contemplated than
learning words-frst. the picture a nd
then the object, if it Is at hand, and
then ths name. its neanin1 and use.
The thing before the sign is the rule
in tsacing by this method. even with
familiar objects. Participates and con-
nsctives. and other words not repre-.
scented by objects, should be learned
with this meaning, so as to be recog
ni5sd st sight. Words descriptive of
color and actions should be illustrated
by examples. When spelling comes
to be taught with reading, and the
alphabet to be learned, it should be by
the analysis OF the words found in the
reading lesson, instead of the old
method Of learning the A B O's and
spelling columns OF urmesuing words
from the spelling book. By this
method the child knows the word at
sight. As he AnoWs the object which
it represents, be can speak it without
hesitation or drawing; be. knows the
meaning OF every word in the lesson,
and he is able TO read as be would
talk, be avoids the use and vexatiou
of unmeaniDg symbols, which serve
only to crests disgust aad contempt
for books and school. And as the
child's education advances the same
method of instruction shonld be car
ried into all the departments of study
Defining and explaining dshould,
as far as possible. be done by the use
of objecta, and should be extensively
practical in spelling and reading and
IN every other department of the
school.
AERHoD OF TEACHING ENGLISH.
The study of our own language hy
the use of the English dictionary
should be encouraged and required OF
all. In teaching spelling, punctua-
ton, and the use OF capitals, the at
tenuon of the scholar should be
directed to the printed page. He will
there see correct forms and usage,
and thus acquire the habit OF criticism
and correctness in practice. Why |
these capitals are so used should be
aud what variations of the
voice the punctuation marks indi.
,ste should be illustrated by the
eacher's voice.
VALUE OF WRITTEN COMPOSITIONS.
And while dealing with the thoughts
IF others. the scholar should be taught
% express his own on slate or appear as
ne is able to write. This department
If competition, though the most neg
ected, is the most important of all.
Hence, the teacher should give it
IPecial and frequent attention, at
every stage Of Instruction, that his
pupils may learn to express
themselves in au easy and graceful
manner.
DANGER OF TEACHING BY QUE sTIoNs.
The three methods of instruction
low claim our attention. The more
common ie By questioning. Many
teachers know of no ether way, and
nave 30 little knowledge of the sub.
ects TO be taught that they demand
-oohEve questions prepared for them
selves ae we'll as for their pupils,
And bookmakers, quick to obgerve
The condition of the msrket, often
inc the margin OF thsir books With
sading questions TO be used il study
snd recitation. This is all wrong and
me Of the indications of the superb
'iality OF the age. The tendency in
Ill departments Of learning ia to skim
he surface and to remove ths neces-
ity of thoroughness. Questioning is
1ot the beat method OF instruction.
1or can il be safely adopted a. the
,aly msthcd. Yet the method has
to piece. and may be useful, first. tol
lirect the attention of the pupil toI
peoial topics or thoughts which
lave been overlooked Committed in the
ecitation; secondly, it is useful in
FeyieEa and exanoirotiors