Deseret evening news. [volume] (Great Salt Lake City [Utah]) 1867-1920, 1894-08-11
D. =. 4. summer sehO0I Al Provo

| II, 4. a. summer SCHOOL ~ ffONO.
Provo, Thursday afternoon, Aug. 0.
All p. m. Dr. Hinsdalo resumed
discussion Of tue at, Of teaching, taking
up the subleo, where no loft It yo-iet.
cay:
was engaged when the hour
closed Ia considering which was the
better way Of presenting certain sub
lects, inluoiivoly or deducuvely.
Figures were considered except geom.
etry. Should this DO taught inductivt-
| ~ or deduoiiyely2 ls 10 a doductive OF
inductivs sluuy2 We cannot impose
any arbitrary methods on a study that
We please. Geometry IN a deduciive
study. We begin with definitions aud
axioms, scli.ovident mathematical
truths. We take simple truths aud
AKioms aud build n theory. The grea,
value Of geometry aa disciplinary
study IL IT, deduclive methods. mn
speaking of the Greek geometry, suoh
~ IL usually presented In text books
There IL such thing o. iuductiye
geometry. IL IL 6ort OF out-And.
dried experimental geometry. spen-
GERS little book ON this subject IL
being introduced into the school room
to good advantage, think. II has
many inductiyo elements, for the
pupil must fall back on previous
knowledge and observations. its an
admirable preparation for geometry
proper, and can be applied directly to
affairs OF life, aui believe n this were
taught instead Of some other branches
II would be better. There arc many
samples Of the application Of percentage
that should be- left cut Teach the
doctrine VI percentage aud let after
life supply the application. Cube root
10 an almost uheluas study In the COM
mon schools; since only limited
number OF studies eau be taught,
take those Of tho most educational
value. German may be- taught iu-
ductively anu IN some OF its features
taught deducllvely. A primary class
Ia 10 be taught iuductive grammar.
write "horse," "dog," and other
words with which tue child
IL familiar, aud call their
attention 10 the fact that all these
words are alike in being names Of oh.
joola. tell them they are nouns, aud
that the definition Of the word noun is
"nAme," Now tho doductive mode
lust Tevefsns the method OF presenting
/ could teach them induotively OF de-
duCtiyoly. Now Ia your opinion how
should IL be- taught Most Of you pre-
Tor induction. 1 dOn't think II IN very
important which method Ia used.
There are certain rules OF eiymology
we will consider. The possessiyo case
IN not written like the nOminativs. |
wish 10 teach children how 20 write II.
Shall give them rules, or spread out
the pages OF a book and lot them dis.
cover for themselves that thH n postrophe
aud -" follow the noun. The science
Of grammar IL inductive. The Oldest
Greek grammar We nave Of Dlonysius
IhEU1, was written only about
two hundred years before Christ. We
learn language by initiating. No child
would ever learn to talk N Il were re-
quired 10 wait I'LL II had been presented
with grammar rules. Language Il an
art. You all agree! that the noun
would be best taught iuduclively, now
how about the p0ssessive, assuming
that the pupil knows nothing from his
study OF Euglish; would you teach it
! lnductively. Some u you / see have
not yet made up your minds. Well,
| think IA this case the TulB iirst would
be better thAnsendiug the child TO huut
iJf examples. IL, however, depends
upon tho age anu previous instruction
the child hes received In language,
SyntaE.-.rhe nUmlnative case gov.
ofns the verb. This WIS not Invented,
but discovered, l am 20 teach 10.
hh II I write examples aud let them
70 though the process OF the Olglual
dlscOyefeT-, or shall give them a rule
As q truth established Aud let them
proceed uuIuutivuly. The educational
value OF grammar ID very different 10
what most people suppose. Is titan an
or sciuuct2 l. ullyy Murray said !,
was the art OF using the English
language. lt is not. 10 Is u science
fundamentally considered, nud very
metaphysical ana difficult science.
Teachers make very great mistake iu
tho capacity OF tuelr pupils Tor meta
physical thought and Often 10
Is BEYOND tho teachers anu sometimes
| think II Is not understood by the
authors thenlHtivos.
Nenphysics.- the pupils be
sent 90 the laboratory 20 investigate
Tor thumrulyls, or giy8u tho law How
were there discoveries originally mgdo2
whit NB necessary for each human
baiuF TO follow tuo llrg,sloW method %.
induction, OF shall We advance 10 The
point now occupied by this human
Tgco, aud 70 forward nom
there? suppose the pupil comes
TO the study Of metaphysics At the age
OF sixteen he already knows many
thiugs about the properties Of physical
thugs, that We may assume that they
are able 90 study deduotlyely. would
use the laboratory 40 secondary 10 TIT