Washington standard. [volume] (Olympia, Wash. Territory) 1860-1921, 1885-11-06
Educational.
' H..

VII.
In many schools teachers are act
ing upon the principle that the chief
object of primary instruction is to
develop the faculties of the mind
AS the first ideas of children are de-
rived from sensation, SO the peicep-
tive faculties are those first al
dressed. To meet the wants If the
awakening powers, graded exercises,
with the use of objects, are gwen
regularly for the purpose of develop
ing, not crdmnlu,y the mind. Les
sons designed to strengthen the
conceptive and imaginative poweis
are in their proper order attended
to. Every exercise becomes les
son In language, as the children are
encouraged to talk about the object
presented, and assisted in the art OF
expression after an idea has been
clearly gained. In working out the
details of the plan, lessons are SO
constructed that the minds of the
children shall come in contact with
something they can see or have OBJ
served and can sympathizs with.
Each lesson is intended to have a
bearing upon something that is to
follow. In giving even the simplest
lesson the teacher has design both
general and special. Suppose the
lesson upon a common wooden pen
Gil; it would be viewed as one of q
series of lessons designed to exer-
else the persceptive powers of the
child, and Us an individual lesson
designed to leave on the mind an
impression OF the particular object,
its use and the names of it's princi-
pal parts. While it is true that the
children are ever surrounded by ma
terial objects and must even when
unassisted acquire some idea OF
them. it is still important in an edu-
cational point of view that they
should be presented singly to the
exercise Of the senses, that precision
may be given to that which would
otherwise be vague and incomplete.
Common objects may be presented,
obvious parts observed, pointed out,
named and written. A knowledge
of the properties of external objects
is taught by comparison and con-
trast, and things that are unknown
by things that are known. The
name of an object, or the name given
to the properties of things, is not
given apart from the perception of
the thing itself. Some of the most
important properties and definitions
of numbers and geometrical figures
are readily taught to young children
by means of tangible objects. Pic,
torial representations aid us in in
spring vivacity and vigor in tho de-
velopment of mental power. Pic
lures of animals are used very Salts
factorlly in presenting object or oral
lessons. In giving series of les
sons, for instance on the horse, we
would commence by presenting a
picture of the animal, and lead the
children to obst rye, point out and
name the principal external parts.
The children should be encouraged
to talk about the animal, it's use TO
man, and in what manner it should
be treated. This would serve as
one of Q number of lessons upon diff.
fereut subjects given for the purpose
principally of leading to habits of
attention aud close observation; the
names of the parts will furnish
words for reading, spelling aud sim
pie language lessons. In orcer,
after "a certain lapse of time, the
same objects may again be presented
with view to exercise the observing
powers more infinitely, aud Language
by means of description, the parts,
number and position Of parts in
animals may be noticed. Refer to
the pleasure they derive in being
drawn from place to place by the
generous horse; awaken kindly feel
ings towards this and other domestic
animals. Again, as more I'D
vanced lesson, the same subject may
serve useful purpose as one for ex-
tending the observations, cultivating
language, and as an exercise in com
parisou; also by addressing to some
extent the reasoning faculties. First,
as a review. see that the children
can name the parts and describe
their position. Secondly, children
may observe and describe the princi-
pal parts-as in the horse-the
body is longer and more slender
than that of the cow, which will be
brought out by comparing the body,
by reference to picture with that
of a COW: legs long and thin, by
comparing them with that of an ele-
plant; tail. handsome, flowing; ears
upright, pointed. by comparing with
those of dog, which are dropping
and rounded. Thirdly, habits or
actions that distinguish it as neigh.
ing, trotting, drawing heavy burdens,
may be drawn out. To higher
grade. we might lead the class to
observe the adaptation of structure
to habits and uses to man.
l. The horse can move swiftly. 1t
has q long slender body, and thin
legs.
2. 1t is guided by means of a bit;
has u space between the teeth.
3. 1t can travel over hard, stony
ground. without injury; has strong
thick hoofs.
Pupils should be led to make the
discoveries and express the ideas, no
fur as possible, themselves. The art
of the teacher is shown in impart-
ing no more than is indispensable,
and in communicating 1t as material.
out of which the pupils are to form
their own Thoughts under her guild.
ance. A successful lesson exhibits
direct communication of facts and
questioning intermingled. The prin-
ciples involved are naturally the same
"a those which GOVERN orr snccassfpI