The daily Cairo bulletin. (Cairo, Ill.) 1878-1???, 1884-07-22
EDUCATIONAL.
ooobcrs who Aspire to Excellence
Should be Master of Method
Tho Fundamcntals---How Language
should be Taught.
M ,LANANn ms METMOD.

N teaching, about the Importance OF
method. Schools have been founded
~ Give instruction in method. II has
scanned 70 me, in some instances GER
tsinIy. that men had an exaggerated
idea as TO Importance Of method; that
tbey have given such exclusive atten-
lion to the method as to overlook the
man.
The man is greater than his method.
The mower Of every true teacher is in
himself his personality, his character,
his shirts bis attainments. A robust,
ri~o+ous man. with high aims and en-
tbnsi2s,ic devotion to his work, deeply
IN love with any great subject in which
he has stepped his own soul, will
awaken something of his own zeal in
the minds Of his pupils, kindle within
them a love of learning, arouse their
dormant energies, call into exercise
,5ajr awakening faculties, impart to
,5sm Of his own knowledge, and incite
nam to independent research. His
a,stlod is simply his way of doing this.
{, originates his method. Socrates,
g5 h bis deyout love of truth, his I'M
gned humility, his keen detection
the shallowness of mems pretensions
4 way Of bringing men by series
+ questions to consciousness of their
lwn ignorance, and revealing to them
the necessity of a re-examination of the
very foundations of their pretended
knowledge. Not the Socratic method,
but the man Socrates, was the mighty
power in Athens. A public instructor
WHO thinks to become great by the use
Of this S0cratic method, respects the
policy Of the ass which donued the
lions skin.
A teacher may be great in spite of his
method. The methods of Michael
Angelo were faulty, and it is not diff
cult for a critic to point out defects in
bis work. Men of less genius attempt
irg to do as he did would meet only
With failure; nevertheless Michael An
gelo was a great artist, his works
are impershabie, his name will be as
enduring as art itself The magnii-
cence Of his conceptions, though i'm
perfectly embodied, lent new majesty
to architecture painting, sculpture,
and lovers Of art 20 in troops to the
Sistine Chapel to view his matchless
statue of Moses. The method of Pesta-
lozzi, crude and faulty though it was,
could not entirely prevent the achieve
nent Of at least partial success in his
philanthropic schemes Carlyle was a
great writer in spite OF his barbarous
English. In our schools TO day may
be found numerous teachers who, not
withstand!ng the most faulty methods,
are accomplishing great results.-not
only IN imparting much useful instruc-
ton, but in awakening mind, develop
ng character, and melting to noble
living.
Nevertheless, every teacher who as
pres, to the highest excellences should
te master Of method. His task is one
Of Infinite difficulty. and calls not only
ior Character Of rare nobility talents Of
high order, and liberal learning, but al
50 Tor skill Of the highest order in the
adjustment OF means to ends. Method
isapplied TO philosophy. A teache
VINO achieves success by virtue of tn
illenslty Of his personality; in spite q
Inc tauluaess OF his method, might b
sun more successful by greater regar
70 the means used in his endeavor:
E.ocut!on is not oratory; it is too ofte
mere empty sound. Peter the Hermi
in his beggar' garb, moved all EuroT
by his uncouth speech; and yet d
mosthenes strOve with mastery will
overcome defects and achieve sty
hnd manner which should serve as
medium for the conveyance of his oy
lofty thoughts - the minds and heal
VI his countrymen, and incite them
ueeds OF lofty valor. The studied a.
IN the use OF voice, gesture, mann,
lend a charm and potency even
words that breathe aud THOUGHTS II
burn" No teacher can safely neol
the added power impaired by corr
method.
Teachers should strive constantly
attain new degrees of excellence
method. Perfection ever allures G,
The most ambitious. The grea
master is yet a tyro. There isno "
Method. y Method is the outgrov
OF philosophy, and must adjust it
10 the laws of mind and TO the exig
cies of science. What are the law
mind? What constitutes educati
What is the educational value of e.
OF the sciences? are some of the qy
uons that remain to veX the educat
Progressive inquiry is possible in e.
direction, and each successive ats
ment admits, If it does not demand
modification in method. Method m
likewise recognize the individuality
the pupil. That which may be IN
potent with one, may prove utte
impotent with another. Method ca,
degeneratcs into routine. dead form
ism. Great reforms are often moth
more than desperate cndeayors
break away from this lifeloss formal
lconoclasm becomes u virtue.
empyricism meritorious Erasmus
Ulrich Won Hutton were the forerunl
of those who reconstructed the wor
religious teaching. Every tea,
should himself be perpetual reforl
The man and his method exc
reciprocal influence upon each OF
A growing manhood characterized
loitior aims, wider research, gre
attainments, deepened experle
manifests itself in improved metl