The times. (Owosso, Mich.) 1882-1897, 1891-02-06

| far better results are obtained by pursuing
| the subject t0pically rather than by the
catechetical method. That Is, the former
requires an abstract from memory while in
the latter an omission of one thought often
leads the pupil to misinterpret the true
meaning. The teacher may call on pupil
to describe the anatomy of an organ from
an anatomical outline plate; afterwards call
upon another to give the physiology Of the
part, while q third may state the hygiene,
after which questions may be asked prOmis-
cuously by the teacher and then the detailed
knowledge of the subject possessed by the
pupils will be tested.
At the close of the several subjects success
sively considered, it is advisable that the
teacher give talk, reviewing the anatomy,
physiology and hygiene of the topics in their
regular order. This may be followed by a
general examination of the class upon each
subject separately. BY this course a clear
and definite knowledge of the mutual rela-
ton OF anatomy, physiology and hygiene of
different parts of the human body, will be
presented.
would also suggest the utility of the
pupils giving analogous illustrations, exam
Piles and observations, where these are in
terspersed In the different parts of the sub
ject, not only to induce inventive thought,
but to discipline the mind. With a very
little trouble and small expense, the
teacher can bring before her class such ma
terials and apparatus as will cause the most
Indifferent pupil i'm her class to become in
terested. For example: Suppose your class
class is studying the subject of digestion,
and you wish to show them what part the
fluids is secreted in, the different organs of
the intestinal canal play in the process of
n H. Co0I koll hot
pepsln is the active element In the gastric
juices, and that 1t acts principally upon the
albuminOus portions Of our food; illustrate
this by securing few cents worth of pep
sin which you can get at any drug store,
and by inserting small piece of meat into
phial containing small amount of pepsin
they will notice that the pepsin has extract
ed milky substance, which you can tell
them is the albumen contained in the meat,
leaving unchanged the fibrous and fatty
parts, to be acted upon by another fluid,
called bile, which is secreted by the largest
organ in the body, the liver. Also the ac-
ton of alcohol upon albumen can be nicely
illustrated 10y pouring few drops of alcohol
into phial containing the white of an egg,
and have them note the change; you will
also find that you will have from the Obser-
walton, a practical temperance lesson. They
will not have to draw upon their magma
ton but very little to see the evil effects of
intemperance, from hygiene standpoint.
Other illustrations might be given. but those
that your attention has been called to, will
suffice to show you the importance of assO-
ciating the subject with real objects, which
will aid you in your part of the work, and
also materially aid your pupils by giving
them a practical knowledge Of the subject.
Let ME urge upon you the Importance of
the diagrams, which not only offer better
knowledge Of the subject, but are lessons in
free hand drawing, thus If each part be
dealt with In this manner, the pupil has a
practical idea of the mutual relation of each
part.
In this work as well as any other, the OBJ
ject of teaching should not be lost sight of,
that is to teach the pupil to think and reason
for himself. You can never make your
pupil a scholar by drawing his diagrams or
measuring his angles or doing for him that
which, by little perseverance and effort,
he can do for himself The pupil can never
reach the summit of the hill of science or art
by riding upon you shoulders. 1t can only
he reached by individual perseverance and
dint of effort. Let him try his own strength
| and try it effectually before he is allowed to
call upon those of superior strength. Put
him first upon his own invention; send him
back again and again to the resources of his
| own mind and make him feel that there is
nothing toe hard for industry and persever-
| ance to accomplish The amount of work
that your pupils have accomplished is not
measured by that which they have accom-
plished with you as dictator, but by the
| amount which they can do when left to
themselves. Let him know that in his early
| flights stronger pinions are near and ready
| to sustain him. but only in case of absolute
necessity When in the rugged path in
search of knowledge, if difficulties which he
cannot surmount, impede his progress, let
him be helped, but never think of being led
when he has power to walk without help;
nor carrying his work to another bench,
| when he can model it at his own.