The Pacific commercial advertiser. [volume] (Honolulu, Hawaiian Islands) 1885-1921, 1896-05-20

The reason. The inductivo method is
then again resorted to for the purpos
OF drawing out from the child that an
adjective is quality word. This Is
the plan adopted throughout the book
advancing from the concrete 20 the alb
sJract so that general state meuts are
dfaWu out 0y inductive methods, and
these made the basis OF further instruc-
tion by ductiye methods
In the preface 10 SwInIou's Elemen-
tary Grammar and Composition he ad-
mits that in pressing she Inductive
Method, proper attention must be
made 10 grammatical forms that Is the
inductive N thod must be used il such
q way IS to buil mp the subject
re says in the actual test IN the
ac1Ool room during the past four years
il ras been found that The vitaHziug
clements Of the language lessons are
first. the induetiye method of unfold
ms the theory Of language and sec
OnGE, the alluence OF constructive
wC-i.. Accordingly. in the present
boo these approved features have
been retained, but wherever the book
was thought TO be weak, as for in
stance in the too great a neglect OF
grammatical form, il has been toned
up. Grubes' method of teaching
arithmetic proceeds on the inductive
method and recognizes the psychology
cal fact that nearly all the knowledge
obtained by the child in its earlier
years is by means of the senses; so it
calls for the use things, balls, marbles
cubes, blocks. 1t uses objects sepa-
rately until the child is thorough mas
ter of the number and can make the
number abstTactly. After a time the
simple remem brance of the objects
used will always be sufficient to recall
TO the consciousness the number until
no object is longer necessary and the
pure relations number are found. Then
the child needs no object or intermedi-
ate process to help him TO know the
number for he knows it instantly as he
passes from the object to the symbol.
AS the pupil advances in arithmetic
every principle or formula should be
elucidated from the pupil by the in
ductive process; then the general rule
applied by a process of deduction TO
the solution of other problems Take
for example when one wishes to teach
fractions: we may take an actual or
ange or apple, or more conveniently a
representation of an apple in wood, di-
vided into halves, quarters. eighths,
etc, which the children can actually
see and handle, and by suitable ques-
tioning the principle can be elected
from them that the value of one of the
equal parts into which a whole thing
is divided depends upon their number;
and also that the less the mum Der Of
parts the greater their value, and the
greater the number of parts the less
their value. (This is the plan adopted
in Fecklin's arithmeticD Every new
rule can be drawn on by a series Of
inductive exercises, chiefly oral, and
then the rule thus obtained by Undue
ton is applied to work out written ex-
amples by deduction
But [ must not pursue this subject
further, as 1 must remember that the
subject OF my paper is the inductiye
and deductive methods of teaching,
and l have only brought forward the
special subjects, grammar and arithme-
tic, to illustrate the two methods, but
what has been pointed out with regard
to grammar and arithmetic will also
apply to geography, etc. The grand
maxim of the teacher should be to pro-
coed from the known to the unknown
or in other words, to arrange his mat
ter in such way that the instruction
should proceed from what the pupil
knows of the subject to what he does
not know.