Thomas County cat. [volume] (Colby, Kan.) 1885-1891, 1889-03-28
SYSTEM IN TEACHING.

SYSTEM al TEACHING.
How % Mako Il Useeal, Whelesone aAA,
Deseef Al, Redeeming.
System. system, system; all issyt-
tenn. says the tagging. desultory
teacher. System, system. system; We
have nothing but system. We eat BY
system. so many times day. and at
,, such and such hours. We sleep by
measurements. We dress by rule We
must get all our gala days in before
Lent and crowd our summer pleasures
into two small weeks and keep pace
with this ceaseless. clock-like blinking
round of system; and then to add the
final cap-stone = the Sunday-school
specialists have caught the spell and
cry system. system. system" And so
it is, and so it will be. The successful
teacher will have system. Like the
universe about us. every thing that OPP
crates harmoniously runs by system
not in ruts. but by wholesome. gem
erous, life-infusing system.
System in preparation is essential in
securing well-digested teaching ma
teriaL Contact with the ideas that un-
derlie every lesson will produce ideas
upon the lesson. A habit of going reg
ularly to the fountain will keep the
teacher desiring to go. It will pro-
duce q necessity of going. Many q
teacher looking at the topic produces
talk. 1t were better to talk over the
lesson and produce q topic. Topics
born of careful and systematic prepara-
ton produce teaching points, and
teaching points are rivets of truth
which can be fastened inside and out
side of the STUDENT life and character.
System in preparation will produce
material and power in teaching.
One must not have all system
husky, unserviceable system. General
Braddock, who attempted to fight tho
Indians near Fort Du Quesne, used
system without sense, aud his army
would have altogether persisted had
not young Washington covered the re-
treat with sensible system of eau
ton and bravery. System in prepara-
ton and teaching is like foundation
and framework in building-it consti-
tutes the preliminaries about which
you are going to spread the lasting
effects Of truth. And again, system in
teaching has another likeness to foun-
dations It suggests that the in
structor begins with what the pupil
already knows, and from what the
pupil knows, direct to what may be
new" and unknown. This might be
illustrated in the lesson on ''rhe Timid
Woman's Touch" by referring to dis
eases that are common among people
"a sore upon the hand. patch of
scrofula-and work up the conception
of q running sore lasting twelve years
in its ravages. and at length cured by
some skillful physician. Then de-
scribe hemorrhage of the lungs, or
nose, or ears, lasting twelve years, and
healed by Christ at once. Then pict-
ure the analogy of sin-the multiplicity
and duration of its effects-and the
one undeniable and sole magic power
to save-namely, Christ In pr0pos-
ing lesson always arrange the teach
ing points so as to increase the inter-
est at each successive step, and make
each point or illustration or applica-
ton have the same effect, if possible,
as the closing events in q story given
in parts. SO that the pupils anticipa-
ton will be sustained to the close; or
so introduce the teaching points as to
make similar effect to the successive
strokes of a crayon in the hands of an
artist, to bring into completeness the
picture. which at first was only an out
line. Do this, and system in teaching
will be useful, wholesome, redeeming.
Chicago Inter Ocean.