The record-union., 1898-11-22

the children will remember what has
been taught in the past, and neglect to
|, do so will bring failure. The child
may not be able to intelligently con-
| meet the past and present teachings
1t is also a mistake made by many
teachers in plunging into advance
work without preparing the pupils by
recalling what has been gone over.
The imperfections in past recitations
prevent the pupil from obtaining good
results, and the longer the system is
persevered in, the more time must be
wasted in ultimately going back to
make up deficiencies.
The teacher who can succeed in
making her pupils like the studies they
are pursuing will achieve success.
There should be an aim in each day.
work, and if the lesson is too great
it should be divided into sections, so
that, if necessary, the unfinished por-
tion may be taken up the next day
as new matter Each days lesson
should be complete in itself, and un-
derstood by the class before leaving
it. In illustrating, familiar objects
should be used as far as possible, in
order to be more easily grasped. A
dCAfiAlC dllil plCNC1to WdlidCA liAS3s SAtAASh
on the part of the teacher or the
pupils. 1t also serves as a measuring
stick, by which other things may be
measured and with which they may
be compared.
A topical review is a great aid, the
speaker said, and illustrated it by
mapping out an outline of the cor
relative parts of the main subject The
third step of the recitation is the de-
velopment of the matter contained in
the lesson, and a well-selected list of
details and their bearing on one an
other.
The details in themselves may
amount to very little. but when their
bearing on a general or special fact
is considered they become part of
the whole matter and explanatory of
it. Often pupil may know in gen.
eral way a fact or principle, but when
he meets it in a new dress he does
not recognize it, and that fact bars
an understanding of the matter under
consideration
In science. reaching a generalization
by means of details presented is a
most important step. There is little
use in burdening ones memory with a
mass of dry facts, when the pupils
mind can grasp the general fact, and,
understanding it. reason back to any
point desired. The application of the
generalization, when attained, is the
fifth step in a recitation. 1t is of little
use to know the rules of arithmetic
and geometry. if the pupil cannot ap-
ply them. Tt is the difference between
memory and understanding.
In following the deve1opmental plan.
the text book can be used to great
advantage, and the last step of the
recitation is the final application of
the truth that has been evolved.
ELEMENTARY SCIENCE.
Elementary Science was the
theme Of ]. L. Whitbeck.
He spoke of the ordinary divisions
of the worlds peoples into savages,
half civilized and civilized or enlight-
ened. and said it was hard to tell
where one ended and the next began.
The savage, as he progresses, merges
into NATURALIZATION, and still further
progress finally places him in posi-
ton of enlightenment
We make artificial divisions of
minds into scientific and literary Most
children become literary because they
have no opportunity to become sci
entific. and therefore develop along the
line of the least resistance
He considered science the more inn
portant of the, two, because of its con-
tinual application to the everyday
life. Science opens wide field to the
child and its spirit of inquisitiveness