The Anderson intelligencer. [volume] (Anderson Court House, S.C.) 1860-1914, 1891-04-30
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-sgs All communications intended fot
this Column should be addressed to- @.
WARDLAW, School Commissioners, An.
derson, SC.
TEACHING VS.. IEssoN-HEAR1Ne.
Object Teaching In Primary and Interme
diate Arithmetic.

We DO not wish to be considered dog
matical, and yet ne are constrained to
believe that many of our teachers would
lbe much better pleased With the result Of
their efforts, if they would teach more and
hear fewer lessons. Not many of US give
sufficient drill exercise in a0rsting and
separating numbers, therefore. We see
young pupils counting on their fingers
until the habit becomes sort of second
nature. Children permitted to fall into
this habit are never satisfied with their
work, and we can hardly blame them for
saying that Arithmetic is dull and unin.
terestiDg.o i Moreover, their slow and
tedious methods are source of great an
noyancett to the progressive teacher. g
1t is our opinion, advisedly expressed,
that children, as soon as they are able to
count, should be constantly drilled in
writing and separating numbers. Give
them pieces Of chalk and LET them unite
and separate collections of them until
they can say: sixteen, twenty-one, twen.'
ity-nine, thifty:four, and SO announce the
sum of seven, nine, FIVE, eight and, 67e.:
You will be- surprised at the, rapid
advancement of an ordinary; child, con;
stantly drilled in such, a way. Again,
many of US ask such questions as are in.
dicated at the foot of.the page, or else we
put such as suggest themselves from
casual reading of the text If the ques.
.tions are properly answered, another les.
son is assigned, and the,next class called, },
and, if answers are given, incorrect, or as
is often the case not all, the class is
sharply leetnred and sent away. Often.a
correct, answer is given when the child
does not understand the principle upon
which the truth Of the answer is founded.
To illustrate: a teacher will say:
"George, what is an equation mark7"
San equation mark, sir, is two horizon
tai parallel lines drawn short distance
apsrt, and when standing sbetween tgq'
quantities means that bhhf Is ohs sideEoff
it is equal to what Is ON thesothssr side:a'
:Itis highly probable that the child has
memosized some such definition as this,
without ever having lseen ap equation
mark. He is not expected to know the
meaning ofhorisontal and parallel; and,
in nine cases out of tsn, he hasinotithes
remotest conception of what is meant by
Observation-Disclosures numbersy yet
he is sent away marked perfect, SO far as
this question is concerned, when, in
truth, there has been no mind: growth
whatever. In this case We would draw
an equation mark upon the board, and
let the child see it, for seeing is know.
ing.n Them Y He Wonldsteaehk the ehild
the meauipgIob hwisaatak y sonatfasslpg. natfa
it with its opposite, perpendicular; and
the meaning of parallel By. contrasting, it.
with its opposite, tortuous. All this may
be done by line drawings. In t6is eyer:
else the teacher hast developed thsc6ilds
faculty of association and discrimination,
and there has been mind growth Again,
ne would draw the picture of "a pair scales,
such as is used by druggists, and by we'll
directed questionsseeause the child toA Aesj
that objects, say dalab bE sdaal wight
placed in eithsrpaa Sifl exactly abtsalssr
ance each other; and, further. cause him
to ses that the Jdslcrs,m o,ff the scalssis the
equation mark, balancing the quantities
represented by numbers-on either
side oft. Right hersiWs: might gHeahe
child an intelligent ifdea Of Of ismeant
by aoeight. This outlines wh.i We call
teaching. Do not permit pupils to mem.
orize rules, but rather teach them priinci.
piles, by whatever method will impress
them, and then have them frame rules
for themselves. II :.
The teacher, like the busy comb.
builder within the hive, is constantly ad.
ding cell after cell to the growing mind,
while the lesson hearer is, at a fearful
expense of time, accomplishing nothing.
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