Deseret evening news. [volume] (Great Salt Lake City [Utah]) 1867-1920, 1894-02-24

termed the now education, or cN
planned BY i's sdvocstcs. the next item
for confederation IL Form and NUM- 81
IN the theory Of concentration. Tu,
ideal application Of the prlneiplos under
discussion laciudcs not only trailina
IN all tue modes Of oEpgts.i0n under
the inuulle Of tue inuiuaic thought
aroused by right presentation Of tie
central subjects OF natural uciuAcD.
geography and history, but makes ,he
somewhat startling claim that oil
necessary knowledge form and num-
Der may also DO impaired though the
teaching Of those tulj eca. That D.,
each subject furnllhc. opportunities TOT
directing attention to form and lot Civ
ing problems In number, 10 that no o.
preciablo time Ia required for teaching
drawing and arithmetic Ia the primary
grades.
IL has boon shown that the founin-
ton for the future education OF the
child is laid during his hfst elk yelfh
OF liic, BY his spontaneous observations
In tho natural world, ana that hc has ns
unoOnsclously acquired some skili 10
all modes OF expression under the i'm.
pulse Of desire 10 express his thought.
i, may DO that nature, Ia her
awakening Of the child through the
doom Of the senses, ut lfst attracts ~
color, but ut very early stage the
little hands examine whatever they
oan grasp, and learn to distinguish also
by form. The febao Of touch n 10
constantly exercised upon the multi.
tudo OF objects within his reach, that
,he child by comparison learns 10
recognize Lfoat variety Of iofmp.
The necessities Of his life compel him
TO learn tho language OF form, nui the
vocabulary Of n child OF four or i've
ycaTs Of age contains such words NJ
long, straight, hound, square, thin,
cha p, smooth, etc. No Hystem Of
education can be 90 well adapted 10
continue the development Of n knOwi.
edge Of form M this theory Of cOncen.
ttatiOn which secures The constant
pfrsentati0n Of form through the
teaching OF the natural sciences 10 the
little child. But tho concepts Of form
In tho mind OF tue uutrhinud
child are vague ana inadequate.
They must be- limited by number.
The mind gains no concept OF nn
external object except through form.
Form is, therefore,, a mode uf judg.
ment. But the concept OF form "
inadequate without measurement, or
the application Of number. Hence
these two, form and number, arc the
modes Of judgment They are Ia.
dispensablo IN the study OF any subject
Of natural science, for without them
no accurate knowledge eau DO gained.
The irst WORK VI the teacher, then,
must 10 10 teach the simplest unit Of
measurement, as the inch IN linear
measure, by actual observation. Follow
this by constant application " the
forms OF objects observed, nodded or
drawn by pupils. Teach other linear
measures, then square measure, liquid
measure, etc, finding material for
problems In the geography science and
history lessons. This may be- carried
out 10 the extent Of all the form and
arithmetic usually Taught la the
eighth grade Of the common school.
The demand for this method OF
teaching form and number II espec.
tally urgent IN tho study OF structural
geography, that by constant c1mIafl-
son Of heights, lengths, areas, ETC., the
Imagination may adequately conceive
The different parts OF the earth and
combine them into one complete and
well-Telated picture.
1.-THE idval involved ia this theory
has hitherto Jailed Of satisfactory 10.
alizatlon, II ~ because teachers are
deficient IN the wisdom anu skin
necessary for its application. Its
Ttasonablenuss must appeal 10 the
In telligenco OF any one who will
give u careful consideration. The
attention OF the reader IL invited
20 the following diagram Of what h
called the theory Of concentration:
m Az.