The Jasper weekly courier. [volume] (Jasper, Ind.) 1858-1922, 1893-12-08


Yes, stand for all the soil which rest
For my country's women who worked their best,
For heaven above and. for my boys 50 true
Who fought for their old hagthe red. white and blue
- -
Children grasp the general from tn,
particular. Teachers should see tina
pupils do not generslize too soon. Err
roneous conclusions are often reached
through the habit OF premature general.
ization as the following selection taken
from DE Gsrmo will show:
IAN American professor was travel
ing in Germany, and being . little lats
one summer day, had to lun In order tC
c Itch his train. This. of course, started
the perspirati0n. and, fearing he NIGH
take cold, the professor drew on biz
overcoat when he reached the car. A
German had been an interested observer
OF the incident, and learning soon after
that the professor Was an American, he
took out his notebook and wrote ss iol.
lows: "Americsns put on their over
coats when they get warm"
The professor, who had begun to chat
with the Germsn. noted the action. and
suspecting something OF its purport.
asked the German whs: he had written.
Upon being tod, the professor laughed.
but made no comment in remonstrsnce.
Soon after, the conductor came along,
aud being an acquaintance Of The Ger.
man. stopped to chat with him and final
ly offered him cigar. The German re-
piled that he did not smoke. but liked 10
have something in his mouth. and that he
held his lead-pencil there
Upon hearing this, the professor drew
out his notebook hastily, and made this
entry: Germans do not smoke cigars
they smoke lesd.pencils." The German
Of course saw the action, AMI inquired
it's purport Upon seeing the entry he
laughed, and proposed that both OF
them should revise their gcneralizs-
ticns."
Who has not seen children completely
bsflI ID by so ne msthenM cal relation.
which q skillfui question or two would
Is II not daily experience Gf
the teacher 10 find pupils failing to CON-
prehend statement, in reading or gram.
mar or numbers o. natural science or
geography. simply because their own
.pontaneity Of mind IL not sufficient TO
supply those interpreting ideas. which
the teacher might easily cause 10 appear
in consciousness? Ii il. Therefore, the
first great junction Of the teachers to
prepare TIE way for the rapid and eff.
cient assimilation oof that knowledge
which the study hour or the recitation
period is 10 furnish.
The teachers activity in this first great
Of education IL naturally Of
two kinds: ~ The preparation Of
the chiIds mind for . rapid and edec-
tive assimilation Of new knowledge,
and (2,) the presentation OF The matter
of Instruction In such order and manner
a. will best conduce TO the most effective
assimilation. DEuARMo.
L,uge says: We have fallen from
one extreme TO the other: whereas
= bsri and Iifeless instruction
i,;i IN. chief -m,hisis upon the mem.
,riyt.> i, i.- irxi. u Il the custom OF
~, ,,ni.s largely 10 neglect the applies y
,,oc q, ,n.; which IL Iesrned; conse.
ouently. the on repeated complaint, that
though our youth indeed know . great
dexl. they do but little. that they possess
indeed knowiedge. nut little capacity
.nd readiness to act. aud that upon leav.
inc school, the knowledge largely disap.
oesrs Where drill and application are
lisck,ng. where a line Of thought IL de-
veloped. but in complete isola,ioi fro .
related thought, the capacity Of apply
ing this knowledgc TO its natural and ap.
nropriste field IL soon lost, no ms,ter
how matter how clear the original
,hou0ht NAV have been.r