The Olneyville times. (Olneyville [Providence, R.I.]) 1887-1917, 1889-03-29
SYSTEM IN TEACHING.
How tn Make II Iscful Whoirsone aud,
Eo,t or Al, Kcd"cming.

Boot uf Al Kcd"cming.
System, system, system; all is sys-
tenn" says the tagging, dcsut0ry
teacher System, system, system; We
have nothing but system. We eat by
system, so many times a 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 aud keep pace
with this cca-clcss, ClOck-liKc clinking
round OF system; and then 10 add the
final cap-stonc -- the Sunday-schOOl
specialists hayo caught the spell and
cry system, system system" And 50
il is, and SO IL will be. The successful
teacher will have system. Like the
universe about us. every thing that OPP
crates tremendously runs by system
not in ruts, but by u wholesome gen
crous lifc-infusing system.
System in preparation is essential in
securing wcll-digostcd teaching ma
terial. Contact with the idcns that un-
dcrlic every lesson will produce ideas
upon the lesson. A habit Of going reg
ularly 10 the fountain will keep the
teacher desiring 20 go. IL will pro-
ducc necessity Of going. Many u
teacher looking at the topic produces
n talk. II were better TO talk over the
lesson and produce topic. Topics
born Of careful and systematic prcpara-
tion produce teaching points, and
teaching points are rivots Of truth
which can be fastclfd inside and out
side of the Students life and character.
System in preparation will produce
material and power in teaching.
One must not have all system
husky, uuscryiccablc system. General
Brnddock, who attempted to fight the
Indians near Fort Du Qucsnc, used
gystcm without sense, aud his army
would havo altogether pcrishcd had
not young Washington covered the re-
treat with sensible system of eau
tion and bravery. System in prcpara-
tiOn and teaching is like a foundation
and framework in building it consti-
tutcs the prclimiuarics about which
You are going To spread the lasting
effects of truth. And again, system in
teaching has another likeness to foun-
dations. II 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 i'm the lesson ON "Thc Timid
Womau's Touch, 10y referring to dis
eases that are common among people
"A sore upon the hand. patch OF
scrofula and work up the conception
of running soru lasting twelve years
in its ravagos, and at length cured by
somo skillfui physician. Thcn de-
scribe hcmorrhago Of the lungs, or
nose or ears, lasting twelve years, and
hca'cd 10y Christ at once. Then pict-
urc the analogy of sin the multiplicity
and duration Of its clIccts-aud tho
one undcniablc and sole magic power
TO save namely, Christ In propos-
ing a lesson always arrange the teach
ing points SO as To increase the inter
est at each successive step, and mako
each point or illustration or applica-
tion have the Same effect, If possible,
rs the closing events in story given
in parts SO that the pupils anticipa-
tion will hc sustained TO the close; or
SO introduce the teaching points as to
make "A similar effect to the successive
strokes of Il crayou in the hands of an
artist, to bring into completeness the
picture. which at first was only an out
line. DO thus, and system in tcaclAng
will bc useful. wholesome, rodcCming
-(hirnwn Ininr Ornnn.