The Providence news. (Providence [R.I.]) 1891-1906, 1893-02-25

PSYCHIC TEACHING.
PREsIDENr DE GARMO sPEhKs BE-
FORE THE NORMAL SCHOOL.
The Points mt which the Logical and the
Psychological Methods OF ie"eh'"s
Coincide and Differ

President Charles DeGarmo OF Swarth-
more college spoke on the relations oil
psychology to teaching this morning at
the normal school.
President DeGarmo said the true
poiut of observation was TO begin with
the study Of the child's mind.
To the child no study is complete
whole aud ia order to instily that COM
plete whole into II we must ask Two
questions. First, is the logical order as
the teacher understands il the psycholog-
ical order In which the child must learn
if, Second. what is the rapidity with
which the child may be taught.
Now TO teach biology the teacher
would naturally begin with the pro
tomoeba. With the microscopic examlna-
lion In an early edition OF Huxley's
works the simpler subjects were treate d
first. aud the more complex were treate d
afterwards.
Huxiey therefore began with the one
cell animal aud led up to the frog tie
had. however, learned by experience
that the student must unders aud what
Ie nero eiyes and that he would more
readily understand the iroR or the fully
developed buadrup-d than the one-cell
a,inal. In the last edition OF his tex
hook he had reversed the order OF his
lessons -,
me child's mind much more readily
understands totals than the rehnements
of minute parts. IL detests analytical
methods. lie Is poetical by nature and
be gaps things in their entirety. even
though they are vague d indefinite.
Tue psychological order is Iqutte ie-
pendent upon time, and the time of deyel-
opment is very different with each child.
liz does not follow that because a child
cannot pass IN the one grade he must be
kept in those same studies Tor another
wear. IL may be that he can understand
the studies of the next year readily and
after that be can return and then readily
compreht nd the things which were terra
incognita before.
How then does psychology shed light on
method! The first care of toe teacher Is
TO be sure that the child has enough cou-
crete facts upon which 70 use his reason.
The teachers success depends on three
things. First, the selection OF the sub
jecl; secoLd. the arrangement OF the sub
Ject matter, anc thirdly the elaboration
of the subject The class room will
never be success until these are settled
by circumstances as they arise. The
class room is the focal point where the
positive of the teacher Is applied To the
negative OF the child.
The speaker mentioned friend of his
in the West who believed in Impressions
He would even surround the dry facts OF
mathematics WITH some halo OF beauty
aud attractiveness that would appeal &c
the feelings and sentiments of tie child.
He ould surround all the dry sawdusl
OF facts with the attractiveness that
will make it a source OF pleasure TO the
child.
Abstract facts are dull TO the child, and
eAery approach to the generalization
from concrete facts should be made sur
prising, remarkable striking To the
src ker it seemed that the mind be 1ins
it's naturalization almost from its birth
The logical orend OF the child's mind /,
surprising at times. He generalizes by
instinct, anu IL the teacaer does not pre-
sent fact, 30 that the child will do this.
there must be some fault in the teach
ing.
Il should therefore be the aim OF the
teacher to stndy the child's mind, and
the great means of this study is to ques'
tion. Fine teachers are always loot
questioners and they always ask ques-
lions that can't be answered In concert.
Socrates was the prince OF teachers and
OF questioners.
BY this method only can the pupil b.
kept mp TO his highest possibilities. Blu
tins is not the end of teaching. A pupi
must learn how to know, but also no ~ q
use their knowledge. Perception, inter
est. understanding and desire are not tn,
complete circle OF teaching or life.
needs action TO make II perfect whole