South Bend news-times. (South Bend, Ind.) 1913-1938, 1915-04-02

best Development but How long a
time is needed 10 cram into the chiid's
mind certain subject matter and in
what order shall this matter be pre-
sented?'
The logical. not the psychological.
was the method used IN teaching
As has been said many times. the
university set the limit for the subject
matter TO be taught I'm the high school.
the question was what must be known
before entering college - university
requirements? In turn the high school
designated what must be known IN the
grades, proving conclusively that it
was subject matter not child develop
ment. that was under consideration.
Growth of Thought.
1T Is only since the growth Of kin
deTgarten and its application TO child
study that IL has been thought essen
tial by authorities that only trained
teachers have right To be placed
over little children. Why-because
grades is no longer so logical in out
line that there is no room for the
study OF the child. And when the
child and not the subject matter is to-
be the basis of the work. we must
nave well-trained teachers IN child
study and psychology, simply a course
in methods no longer suffices.
Having then the two schools Of
opinion before US applied to our sub
ject of reading we have: First. the
view OF the past: Reading is an end
in itself. and therefore the sooner the
learner is put into possession of the
mechanics 10 attain this end. no mat
ter how acquired, the better.
Second, the progressive idea-that
reading itself is but a means to the
development of the child for his life
as a social unit. Therefore, the mo-
tive with which children read is of
great consequence
New Approach Needed.
How has the evolution of the idea
that IL is the child and not the subject
matter that should form the basis of
his training come about2 The result
OF thinking shows that ii is not the
subject matter of the course of study
that is at fault. but that what is need
ed is a new approach TO this same sub
Ject matter.
Surprising a man accumulates
many books. He arranges his library
with all the red books on one shelf
and all the big books on another
Then suppOsing he needs references
on nature study. How is the arrange
ment OF his books going TO help him
IN quick reference work? No related
subjects are together. He has pack
ed his books for storage rather than
for use. Probably by sorting over
the many books. he viii with great
waste Of tine. find the few he desires
But IN the process of handling the
books much energy has been wasted
SO in reading. this fact is true. that
in getting the mechanics without
waste, the method should psycholo-
gize the subject matter. In that store
room there may be many books of
no especial use TO the owner. per
haps ever.
Storage Angle.
Turning now 20 the storage or me-
chanical side OF reading. In life
nearly all our reading is silent read
ing / fear schools have gotten too
far from this necessary habit For
the child should early learn TO read 10
himself II not in school. then in the
home under the direction of teacher
or parent
The ability 10 read. catching the
dominant thought as you read is the
poor mans wealth. He is too busy for
leisurely reading. and must Gull what
he reads or read not at all The pupil
should form the habit OF looking in
tensely at words for Habit is uncon-
scious imitation OF ones SELF by ones
self However the methods OF pre-
eenting drill lessons have decidedly
changed within the last few years.
The teacher who is content 20 follow
the methods Of 10 or even five years
ago, must expect 10 see others take