{"1": {"fulltext": "THE TEACHER S HELPER ^10^^^?^^\\nYol. VII. OCTOBER, IDOO JHo.\\nTHE TEACHER S HELPER is published tnontltly in Chicago b? A. FLAMASAN CO.\\nEntered in Chicago Post Offtco ac Soc nd Class Mali.", "height": "3576", "width": "2394", "jp2-path": "didactics00carp_0001.jp2"}, "2": {"fulltext": "", "height": "3576", "width": "2394", "jp2-path": "didactics00carp_0002.jp2"}, "3": {"fulltext": "", "height": "3576", "width": "2394", "jp2-path": "didactics00carp_0003.jp2"}, "4": {"fulltext": "", "height": "3576", "width": "2394", "jp2-path": "didactics00carp_0004.jp2"}, "5": {"fulltext": "DIDACTICS\\nBY\\nS. H. CARPENTER\\nLate Professor of English Literature, University of Wisconsin,\\nMadison, Wis.\\nCompiled by Alex. Berger\\nCHICAGO\\nA. FLANAGAN CO., PUBLISHERS\\nL-", "height": "3576", "width": "2394", "jp2-path": "didactics00carp_0005.jp2"}, "6": {"fulltext": "1G786\\nLibrary of Congress\\nTwo Copies Received\\nJUL 9 1900\\nCopyright entry\\n^..a,..iMsib...\\nSECOND COPY.\\nDetiverfld to\\nORDER DIVISION,\\n-ft lL 19 1900\\n65300\\nCopyright, 1900\\nBY\\nA. FLANAGAN CO.", "height": "3519", "width": "2332", "jp2-path": "didactics00carp_0006.jp2"}, "7": {"fulltext": "Dedicated to the former students of\\nProfessor S. H. Carpenter", "height": "3519", "width": "2332", "jp2-path": "didactics00carp_0007.jp2"}, "8": {"fulltext": "", "height": "3519", "width": "2332", "jp2-path": "didactics00carp_0008.jp2"}, "9": {"fulltext": "PREFACE.\\nLincoln, Neb.\\nAt the request of a few members of the class of 1878\\nof the University of Wisconsin, Professor Carpenter de-\\nlivered a course of lectures on Didactics. The following\\nyear he died. There is no evidence that these lectures\\nwere preserved in any other way than by notations of\\nMr. W. A. Corson, now of Omaha, Neb., and myself,\\nand it has been my pleasure, twenty years after their\\ndelivery, to review them and find anew sO much value\\nin them that I think they ought to be preserved in a\\nmore permanent form and for general distribution. I\\nwish to thus publicly thank Mr. Corson for the use of\\nhis notebook and assistance. During this great lapse\\nof time, it is no more than natural that much should\\nhave been forgotten which it might have been well to\\nhave preserved. I have tried to^ present the lectures in\\nthe spirit and form in which they were delivered. The\\nperfections are Professor Carpenter s; the errors are\\nmy own. I have found much in these notes in years\\npast of great value to me not only in the treatment of\\nchildren, but in the handling of men, for man is ever a\\nchiW. The old students who had the great privilege of\\nreceiving the instruction of Prof. Carpenter will, I think,\\nwith one accord, say he had a greater faculty of impart-\\n7", "height": "3519", "width": "2332", "jp2-path": "didactics00carp_0009.jp2"}, "10": {"fulltext": "8 PREFACE.\\ning knowledge than any other instructor with whom\\nthey may have come in contact. He loved his profes-\\nsion, even as he asks in his lectures, that the coming\\nteacher should love it and he put into its requirements\\nnot alone love, but great perseverance, patience, ability\\nindeed his life and these lectures are a few of the\\nprinciples enunciated by him as the result of a wide\\nexperience. They are the philosophy of his life.\\nALEX BERGER.", "height": "3519", "width": "2332", "jp2-path": "didactics00carp_0010.jp2"}, "11": {"fulltext": "DIDACTICS.\\nI. Introductory:\\n1. Teaching as a profession.\\n2. Rank of the profession.\\n3. Teaching what is it?\\nII. Qualifications of the teacher.\\n1. Mental.\\na. Thorough scholarship.\\nb. Ability to impart knowledge.\\nc. Apprehension of others thoughts.\\nd. Detection of difficulties.\\n2. Emotional.\\na. Love of. knowledge.\\nb. Love for the profession.\\nc. Sympathy with learners.\\nd. Love for truth, virtue and beauty.\\n3. Volitional.\\na. Self-control.\\nb. Control of others.\\nc. Steadfastness.\\nd. Patience.\\n4. Physical.\\na. Healthy body.\\nb. Avoidance of singularities.\\n9", "height": "3519", "width": "2332", "jp2-path": "didactics00carp_0011.jp2"}, "12": {"fulltext": "10\\nIII.\\nIV.\\nDIDACTICS.\\n5-\\nSocial.\\na. With children.\\nb. With parents.\\n6.\\nMoral.\\na. Morality a necessity.\\nb. Influence must be exerted,\\nPractical Suggestions.\\nI.\\nApparatus.\\n2.\\nSchool management.\\nMethods.\\nI.\\nMust devise own methods.\\n2.\\nReading.\\n3-\\nArithmetic.\\n4-\\nGeography.\\n5-\\nGrammar.", "height": "3519", "width": "2332", "jp2-path": "didactics00carp_0012.jp2"}, "13": {"fulltext": "DIDACTICS.\\nCHAPTER I.\\nINTRODUCTORY.\\nCLASSIFICATION OF AVOCATIONS.\\nAvocations are classified according to the nature of\\nthe force employed in securing results.\\nThe Laborer employs muscular force to accomplish\\nresults. When he employs this and nothing more, it is\\nthe lowest kind of labor and approaches in character\\nthat of the animal. When he guides an animal he em-\\nploys a combination of muscular strength and intellec-\\ntual powers.\\nThe Mechanic employs natural agents to aid or take\\nthe place of muscular strength. Handicrafts rise in dig-\\nnity in proportion as they cease using muscle and em-\\nploy mind.\\nThe Tradesman or Merchant partially employs intel-\\nlectual labor or strength, in connection with skilled\\nlabor and in directing or in superintending the labor of\\nothers.\\nA Professional Man is one who wholly employs intel-\\nlectual force.\\nII", "height": "3519", "width": "2332", "jp2-path": "didactics00carp_0013.jp2"}, "14": {"fulltext": "12 DIDACTICS.\\nIn the above analysis it is found that manual labor is\\nminimized as we ascend and the classification is based\\non the means employed, while in the professions, the di-\\nvisions are made on the end to be secured.\\nIn law the end is social well-being in medicine physi-\\ncal well-being, in theology moral well-being and in di-\\ndactics intellectual well-being.\\nTheolog-y regards man s relations to God and ethics\\nman s relations to man and didactics has to do with\\nman s intellectual relations, both as an individual and a\\nsocial being. It is the science of teaching and aims to\\nsecure through the pupil, the individual good of man and\\nthrough society, the general good of man.\\nThe profession of war and politics aims to preserve\\nnational rights, war through employing force and poli-\\ntics through statesmanship and diplomacy. In point of\\ndignity theology and didactics are of the highest rank,\\ntheology being- at the summit.", "height": "3519", "width": "2332", "jp2-path": "didactics00carp_0014.jp2"}, "15": {"fulltext": "DIDACTICS. 13\\nCHAPTER 11.\\nTHE RANK OF THE TEACHER S PROFESSION.\\nAIM AND DIGNITY.\\nThat profession is the highest whose aims are the best\\nand whose results are the most permanent. In Medi-\\ncine, the aims are high but the results are varying, for\\nman cured today may become sick tomorrow. Didactics\\naims at intellectual culture and its results are as lasting\\nas the intellectual nature.\\nThe dignity of the profession is shown by the prepara-\\ntion required and by the difficulties tO be overcome in\\nfitting as a teacher and in the practice of the pro-\\nfession. The. teacher must have a specific and accurate\\nknowledge of the subject to be taught and also of col-\\nlateral subjects. He must feel that he is full and looks\\non the subject from on high. He must also acquire an\\naccurate knowledge of the laws governing intellectual\\naction, that is mental philosophy. He should also un-\\nderstand the moral, intellectual and social conditions\\nunder which these laws are to be applied. Experience\\nhas shown that Catholic children are the most teachable,\\nbecause it has been their habit to accept without ques-\\ntion. In a skeptical community, care must be exer-\\ncised in advancing a truth dogmatically. Rather make\\na statement modestly at first and then bring the proof,\\nafter which the strongest statement may follow. The", "height": "3519", "width": "2332", "jp2-path": "didactics00carp_0015.jp2"}, "16": {"fulltext": "14 DIDACTICS.\\nphysical condition of the community must alsO be con-\\nsidered. In a well-to-do and enlightened community,\\nto punish may not be necessary, while in a poor and\\nunenlightened community, the rod may necessarily be\\nrequisite. The difficulty the teacher experiences in fit-\\nting himself can be conceived in the wide range of\\nstudies required and in the necessity of his knowing-\\nmuch more than he wants to teach. To know is one\\nthing; to be able to^ impart it, is another. A man may\\nbe as wise as Solomon, but still be a poor teacher, if he\\nknows not how to communicate his knowledge. A\\nteacher has a large number of pupils before him. His\\ndifficulties grow out of the different characteristics of\\nthe individuals. The lawyer has one point of law before\\nhim; the physician, one patient, but the teacher has\\nmany pupils. One of the difficulties in co-education\\narises from the difference between the masculine and\\nfeminine mind; the latter are quickest in perception; the\\nformer strongest in reflection. It takes much time\\nand many ways to^ reach different intellects. An in-\\nstance is given of a little girl who wished tO learn geog--\\nraphy. Her main difficulty consisted in an inability\\nto conceive a map. Her father s house and barn and\\nroads leading to and from it were drawn upon a slate\\nand the little mind grasped the idea at once. A man,\\nnow quite prominent, had no conception of an abstrac-\\ntion. He was told wdien a pupil to write upon the\\nblackboard Let x equal an unknown quantity. But,\\nsaid he, how can it represent an unknown quantity", "height": "3519", "width": "2332", "jp2-path": "didactics00carp_0016.jp2"}, "17": {"fulltext": "DIDACTICS. 15\\nwhen you don t know what it is? Upon being urged\\nto dO as he was told the absurdity appeared sO strongly\\nto his concrete conception, that he left the school room\\nnever to return. Another difficulty the teacher meets is\\nfound in the ignorance and officiousness of patrons. In\\nthe country district, the most ignorant talk the loudest\\nand know the most about conducting a school. Such a\\none must always be flanked; never opposed directly.\\nTHE VALUE OF THE PROFESSION.\\nThe value of the profession is determined by its re-\\nsults. It opens the mind, enlarges the powers, de-\\nvelops a world of thought and beauty. The learned\\nman is never alone. The habit of obedience to the\\nlaw is given by the school. It also checks vicious habits\\nby stimulating desires and presenting motives. It makes\\nvice seem, unmanly. Its emphasis of moral power tends\\ntO array the best educated on the side of law and order.\\nThe education of school life is its politics. The school\\ntends to secure the proper exercise of man s power\\nand to give him content. Ignorance is the mother of\\ndiscontent; knowledge of content.\\nThe reward of the profession is not money. A man\\nsells that which he holds tO be cheap. There is no\\nprice to the mother for her child! It is above price. The\\nteacher s reward is measured by the moral good, by\\nthe consciousness of good done to- others, by the lasting\\nand beneficent influence of his work and by the honor-\\nable position he holds among men.", "height": "3519", "width": "2332", "jp2-path": "didactics00carp_0017.jp2"}, "18": {"fulltext": "l6 DIDACTICS.\\nCHAPTER III.\\nTEACHING\u00e2\u0080\u0094 WHAT IS IT?\\nDidactics may be defined as the science that aims to\\ndiscover, enunciate and systematize the laws in accord-\\nance with which the mind gains knowledge. Teaching\\nis the art corresponding to didactics. Science aims to\\ndiscover laws and art to obey them. The former is\\ntheoretical, the latter practical. One knows, the other\\ndoes.\\nTeaching is assisting the mind to gain knowledge; is\\ndeveloping the mind to think. Knowledge is wholly a\\npersonal possession. It cannot be communicated. The\\ngreat orator is he who controls the minds of his audience\\nto the extent that they think his thoughts. The teacher\\nis often discouraged because the mind of the pupil does\\nnot follow him to the desired degree. If left alone after\\nthe proper impetus has been given, the pupil will come\\nout all right. Currant jelly being furnished with proper\\nconditions and then not disturbed, will work itself clear.\\nA young man when first beginning to think on religious\\ntopics becomes skeptical. Unopposed he will work him-\\nself clear; if antagonized he is liable to become a con-\\nfirmed skeptic. If you always walk on crutches, you\\ncan never go alone. Knowledge, therefore, is personal\\nand must be mastered by each one for himself, but it is\\nthe office of the teacher tO aid and direct the mental", "height": "3519", "width": "2332", "jp2-path": "didactics00carp_0018.jp2"}, "19": {"fulltext": "DIDACTICS. 17\\nprocesses, mainly in accordance with the la\\\\v of associa-\\ntion, which, briefly stated, is that two ideas which have\\nbeen together in the mind, tend to reappear there again\\nor that the presence of one idea suggests the other.\\nThe new idea must ahvays be attached to the old one\\nand it is the first duty of the teacher to find what the\\nchild knows and connect the new idea toi be taught\\nwith the past knowledge. This must be done by ex-\\nplanation, not by thinking for the pupil. The work of\\nthe teacher then is first tO lead the pupil to apprehend\\na new idea by means of the knowledge he already has.\\nTo do this it is necessary to have an acquaintance with\\nthe subject to be taught, with the pupil s knowledge and\\nwhat is intermediate between the two. The further\\nwork of the teacher consists in explanation or the analy-\\nsis of an idea until there is found some portion of it,\\nwhich the student understands, and then build upon\\nit synthetically. In explanation care should be exer-\\ncised to distinguish between difficult ideas and difficult\\nwords. The idea may be simple but the words difficult.\\nThen direct your attention to an explanation of the\\nwords. Should the reverse be true, then direct atten-\\ntion to the idea. An explanation should touch but one\\npoint at a time. If the eye be overflooded with light,\\nnothing is seen. So, if the brain, be overflooded with\\nideas, the pupil will not understand. If you try to fill\\na jug all at once, much of the water will run over, but\\nit will take a small stream till filled. The difficulty\\nwith the pupil most frequently arises from a confusion", "height": "3519", "width": "2332", "jp2-path": "didactics00carp_0019.jp2"}, "20": {"fulltext": "l8 DIDACTICS.\\noi ideas. The explanation should proceed in an orderly\\nmanner and every difficulty must be explained by a less\\ndifficulty, so far as the student is concerned.\\nWHAT TO AVOID IN TEACHING.\\nThings to be avoided are too much help, or doing\\nthe pupil s work, thereby weakening the mental muscles,\\nand the pupil will merely see intO it, not know it. To\\nlead is one thing, to follow is another. There should also\\nnot be toO little help, lest the pupil become discouraged.\\nHow much assistance to give must be determined by the\\ncharacter of the pupil. Another thing to avoid is\\nwrong help, for this is like the custom, when a horse\\nis running away or starting to run, of the bystanders\\nto chase the animal with canes and umbrellas, shouting\\nwhoa.", "height": "3519", "width": "2332", "jp2-path": "didactics00carp_0020.jp2"}, "21": {"fulltext": "DIDACTICS. 19\\nCHAPTER IV.\\nQUALIFICATIONS OF THE TEACHER.\\nMENTAL.\\nWHAT CONSTITUTES THOROUGH SCHOLARSHIP.\\nThorough scholarship consists in exactness, or know-\\ning exactly the subject; in completeness, or knowing the\\nwhole of the subject; and in definiteness, or knowing the\\ndetails of the subject. We do not mean by thorough-\\nness a knowledge of the book, but of the sul^ject. The\\nreason must precede the memory. Memorizing is not\\nlearning although at a certain stage the child can only\\nmemorize. It is a waste of time to learn mere words,\\nexcept in certain cases. Memory must always be held\\nas a servant. Exactness is often hindered by words\\nwe do not know. Sharp questions of scholars often ex-\\npose the failure of the teacher toi be conversant with the\\ndetails of the subject.\\nThoroughness is secured by constant and careful\\nstudy of the immediate and allied topics, with a view\\nto subsequent explanation. Geography can be illus-\\ntrated by astronomy, history by .biography.\\nAg-ain, thoroughness is secured l: y constant practice,\\nwhich tests our mastery of knowledge, and by observa-\\ntion of wherein we fail to succeed, or wherein others\\nfail or succeed, and 1)y a love of the profession.\\nThoroughness leads to ability to express ideas clearly.\\nA pupil may say I know, but cannot tell; the teacher.", "height": "3519", "width": "2332", "jp2-path": "didactics00carp_0021.jp2"}, "22": {"fulltext": "20 DIDACTICS.\\nnever. It also leads to confidence in the ability to teach.\\nA lack of confidence is want of power. The fear of\\npossible failure is frequently the cause of failure, as is\\nmanifested by a hesitancy preceding the failure in music\\nplaying, spelling or speaking. The scholar partakes\\nM the nature of his teacher, and lack of confidence in\\nthe teacher is manifested in the pupil. Thoroughness\\nalso leads to^ a love of the calling and finally to success.\\nThe surest way to secure success is to deserve it. Thor-\\nough teachers make thorough scholars. A man with a\\ndeficiency of learning but a love for the profession will\\nsucceed when another of greater learning and.no love\\nwill fail.\\nCOMMUNICATION OF KNOWLEDGE.\\nThe teacher should possess the ability to communi-\\ncate his acquired knowledge accurately, by precision of\\nstatement; fully, so that an explanation will not again\\nneed an explanation; simply, but not coming down to\\nthe plane of his audience; readily, for hesitation creates\\ndistrust; and with facility and ease.\\nAccurate statement involves both clear and distinct\\nknowledge. To render a full statement requires thor-\\nough knowledge. It is most readily apprehended by\\nthe pupil, wdiile a concise statement is most easily re-\\nmembered. The full statement is the method of ex-\\nplanation, while the concise statement is the method of\\nrecitation and best used in review. Simple statement\\nis secured by looking at the subject from the student s\\nstandpoint and means concrete knowledge. Some men", "height": "3519", "width": "2332", "jp2-path": "didactics00carp_0022.jp2"}, "23": {"fulltext": "DIDACTICS. 21\\nalways deal in abstractions. Ready statement is secured\\nby imiformi and systematic practice and best obtained\\nby self criticism. A teacher should never impart his\\nknowledge in a loose manner. Accurate teaching or\\nstatement leads to an accurate recitation. Children imi-\\ntate naturally and unconsciously.\\nThorough teaching leads to thorough study and\\npreparation. A teacher should never be in a hurry.\\nHaste may be at the expense of thoroughness.\\nSimple statement leadsi tO a ready apprehension and\\nguards against a mere memorizing of words. We are\\nvery apt to mistake what is familiar with what is clear.\\nNever use a word unless it adds to the meaning.\\nReady and easy statement leads to a ready and rapid\\nrecitation.\\nAPPREHENSION OF THOUGHTS OF OTHERS.\\nThe teacher should be able to readily apprehend the\\nthoughts of others. He thereby discriminates between\\na memoriter recitation and one thoroughly prepared.\\nThis discrimination is often difficult. A recitation may\\nbe faulty for want of accurate knowledge or for want\\nof adequate language. An unusually strong memory\\ngenerally accompanies weak reflective powers. A reci-\\ntation is intended to test a pupil s diligence and his\\nknowledge. Language conveys thought by means of\\nsymbols. Therefore, two mistakes may arise in inter-\\npreting another. The symbol may convey the wrong\\nthought or the terms used may be misunderstood. The", "height": "3519", "width": "2332", "jp2-path": "didactics00carp_0023.jp2"}, "24": {"fulltext": "2.2 DIDACTICS.\\nmore accurate the thought, the greater the difficuUy to\\nsecure the symbol tO express it. The more numerous\\nand accurate the thoughts, the greater the hesitancy in\\nexpression. The teacher must be able to make discrim-\\ninations, based on the age of the pupil, realizing that\\nthe perceptive power of young pupils is greater than\\ntheir reflective power, on the temperament of the pupil\\nand on his previous training. A readiness of appre-\\nhension is essential to judicial assistance. It is secured\\nby a study of our own mental processes and of the efforts\\nof others to express their ideas.\\nDETECTION OF THE DIFFICULTIES OF THE PUPIL.\\nThere should be developed a readiness to detect diffi-\\nculties in the way of the learner. Proper explanation\\ndepends upon this faculty. This readiness requires a\\ncareful analysis of the subject, an acquaintance with the\\nstudent s mental peculiarities, a knowledge of the pupil s\\nprevious knowledge and a power in the use of illus-\\ntration. Illustrations are most dependent on compari-\\nson and contrast. They should be picturesque, employ-\\ning the sight or sound, or both, and should be enhanced\\nby drawing.\\nThe first principle of proper diagnosis is to remember\\nwhen the teacher was a pupil and his experiences. Ab-\\nstruseness is a frequent difffculty. The stoppage of the\\nchild s mind is in one point and the illustration must be\\ncentralized on thispoint. Sometimes the mind is obstinate\\nor paralyzed. The effort should then be to have the at-", "height": "3519", "width": "2332", "jp2-path": "didactics00carp_0024.jp2"}, "25": {"fulltext": "DIDACTICS. 23\\ntention diverted to another view. Picturesque illustra-\\ntion appeals toboth sight and sound, but more especially\\nthe latter. Beecher possessed to an extraordinary de-\\ngree the power of picturesque illustration. Detecting-\\na difficulty is one thing-; removing- it quite another. The\\nlatter requires much skill. A stern chase is a hard\\none. Avoid extremes of too much or toO little help,\\ngiving- no more than is necessary. The manner of\\naiding is also important and the effort should be, as in\\na wise charity, to help the pupil to help himself. What\\nthe pupil should develop is self reliance. He may\\ngo throug h college nicely, but like Darius Green s flying\\nmachine, the wings are all right till he begins to fly. It\\nis occasion of frequent remark that the salutatorians and\\nvaledictorians at college most frequently lose this rela-\\ntive position in the world. This is largely due from the\\nnature of things to marks being given at college for pro-\\nficiency in memorizing. The college student reproduces\\nthe thoughts of others; in the world he must be a pro-\\nducer, and self reliance is a means of establishing and\\ncultivating this faculty of production.\\nThe nature of the help is important. Note the dif-\\nference between an explanation that reaches the com-\\nprehension and one that only reaches the apprehension.\\nApprehension invokes the perception, comprehension\\nthe conception. Moody reached the apprehension but\\nnot the comprehension. The abstract appeals to the\\ncomprehension and the concrete to the apprehension.\\nThe comprehension should be reached through the ap-\\nprehension.", "height": "3519", "width": "2332", "jp2-path": "didactics00carp_0025.jp2"}, "26": {"fulltext": "24 DIDACTICS.\\nCHAPTER V.\\nQUALIFICATIONS OF THE TEACHER.\\nEMOTIONAL.\\nLOVE OF KNOWLEDGE.\\nThere should be with every teacher a love of knowl-\\nedge for itself alone. Susceptibility to emotions is a\\ncondition of influence. Knowledge must be appre-\\nhended by the reason and it must be loved by the emo-\\ntional nature. The former makes a wise man; the latter\\na good teacher. Motives most forcible in securing\\naction are those that appeal to our sensibilities. Reason\\ndoes not move an audience. Reason is essentially ego-\\nistic. Emotion is essentially participative. Sounds\\nwithout sense may move the emotional nature. By\\nmagnetic power of a speaker is meant his susceptibility\\nto emotion in himself. Sensibility lies between intellect\\nand will. Reason is essentially selfish egoistic. By\\nthis is meant that a man s thinking process is his own\\nand can be participated in by none others. When a\\nman wishes to do deep, solid thinking, he prefers being\\nalone. Not so with emotion. It longs for a congenial\\nspirit. It is essentially participative. The love for\\nknowledge means emotional hold on knowledge. It\\nsecures culture, which is the result of knowledge held\\nin sympathy with mankind. It is the refinement spring-\\nino; from that which is truest and noblest. It likewise", "height": "3519", "width": "2332", "jp2-path": "didactics00carp_0026.jp2"}, "27": {"fulltext": "DIDACTICS. 25\\nsecures interest in self preparation, thoroughness, hon-\\nesty towards self and pupil, sympathy with the ignorant\\nand patience with the dull. Sympathy with the ignorant\\nis the strongest power to success. Sympathy is the\\ngreat secret to power. It is the leading characteristic\\nin the speeches of Mark Antony and Cicero. As soon\\nas a teacher ceases to learn he has no sympathy with\\nlearners and he should cease teaching. The lower the\\ngrade of teacher, the more necessity of patience. This\\nlove of knowledge is secured by continual study, for\\nlove grows by exercise and by the mastery of some one\\ndepartment of study. Mastery is the secret of interest\\nand interest is the secret of success.\\nLOVE OF THE PROFESSION.\\nThere should be a love for the profession. Without\\nit, teaching becomes a drudg-ery. Drudgery is irritating\\nand degrading. A man can labor much, but drudge only\\na little. Any labor in which is found pleasure, is en-\\nnobling in so far as it calls the higher faculties into play.\\nThe difference between labor and drudgery is that in the\\nformer there is the heart, while in the latter it is not.\\nThe labor of teaching must be wholly voluntary to be\\npleasurable. A person who dislikes to teach will shirk\\nstudy and pupils will do likewise. A profession is exact-\\ning and jealous, demanding totus in rem. In no pro-\\nfession is the demand more exacting.\\nA love for the profession secures enthusiasm and\\npleasure in the work, both of teacher and pupil. If", "height": "3519", "width": "2332", "jp2-path": "didactics00carp_0027.jp2"}, "28": {"fulltext": "26 DIDACTICS.\\nwe build a, house for a season only, it is not well built.\\nTeaching should not be a make-shift. Love is lasting\\nand continuous and one of its characteristics is its re-\\nfusal of change. Enthusiasm begets enthusiasm. An\\nenthusiastic teacher is liable to be nervous. Indeed,\\nnervousness is the price that man pays for enthusiasm\\nand should be held in check. A love for the profession\\nis manifested in a careful preparation for its duties and\\nconscientious thoroughness in the work. Love suffers\\nno slight and tolerates none. Loose, shiftless teaching\\nshould be regarded as a personal disgrace. Love secures\\na steady pursuit of the profession and success in the pro-\\nfession. Nothing will ensure success like deserving.\\nLove for the profession is secured by a natural apti-\\ntude for its duties. If there is a natural fitness for a\\nthing, then God demands devotion to it. The differ-\\nence between the high development of the reflective\\npowers of man and the perceptive powers of woman is\\nthe cause of their difference in teaching. Love of the\\nprofession also creates a consideration of the importance\\nof education and of the consequent dignity of the pro-\\nfession. Knowledge is power and enlarged power is\\nincreased responsibility, and enlarged responsibility is\\nenlarged nobility. Responsibility steadies man as in the\\ncase of Lincoln. Love likewise creates a keen appre-\\nciation of the evils and dangers of ignorance and culti-\\nvates a truly philanthropic spirit. Voluntary ignorance\\nis intellectual treason and when a man is a traitor to one\\nfaculty he is a traitor to all.", "height": "3519", "width": "2332", "jp2-path": "didactics00carp_0028.jp2"}, "29": {"fulltext": "DIDACTICS. 27\\nSYMPATHY WITH THE LEARNER.\\nThere should be ever present a ready sympathy with\\nlearners. It is the source of all moral power and as-\\nsumes an equality. It is easy to exercise pity, for it\\nexalts the one exercising it and debases the one on\\nwhom it is exercised. The tones of pity and contempt\\nshould be avoided. One always pities what is beneath\\nhim. It is a self-fiattering faculty. True sympathy re-\\nspects its object. The teacher should avoid w^ounding\\nthe self-respect of the pupil. A mistake here weakens\\npower and begets a spirit of insubordination and retalia-\\ntion. Government is due to moral suasion. Force\\nmay be respected, but once lost, respect is lost. Ignor-\\nance should be looked upon as a misfortune and harsh-\\nness toward misfortune is cruelty.\\nSympathy secures the authority of the teacher by\\ngaining the confidence of the pupil ^nd by fixing that\\nconfidence on moral influence and the tractability of the\\npupil. Pupils desire to please the teacher for whom\\nthey have regard.\\nSympathy may be cultivated by cultivating a love for\\nchildren, by interesting ourselves in what interests them,\\nby meeting them sometimes on a common level, by co-\\noperating with them in eftorts of self-improvement and\\nby social habits.\\nThe teacher should possess a love for Truth, Virtue\\nand Beauty. These are the three regulative ideas of the\\nhuman intelligence.", "height": "3519", "width": "2332", "jp2-path": "didactics00carp_0029.jp2"}, "30": {"fulltext": "28 DIDACTICS.\\nA reg-ulative idea is that idea upon which the action\\nof the faculty is conditioned. Were there no such thing\\nas Right and Wrong then there would be no possibilit)^\\nof volitional activity, as with no light, there would be\\nno activity in the eye.\\nIntellectual action is conditioned on Truth, emotional\\naction is conditioned on Beauty and volitioiv l action is\\nconditioned on Virtue or the Right.\\nA love for Truth secures authority. Recog-nizing the\\nauthority of the truth the teacher becomes the medium,\\nnot the source of authority. The secret of authority is\\nits uniform, steady exercise. A recognition of the au-\\nthority of the Truth secures this. Authority rests upon\\nobedience. Man governs as he obeys. This is true\\nwith respect to both physical and moral control. A man\\nwhoi cannot obey cannot command. Electricity cannot\\nbe governed unless its laws are obeyed. A man unable\\nto control himself cannot control a school. At certain\\nages children have a natural antipathy to personal au-\\nthority. One of these periods is at the time the child\\nis passing tO maturity. Authority should then be made\\nimpersonal. This is a natural period of intellectual\\ngrowth.\\nThe recognition of authority of Truth secures per-\\nmanent and intelligent submission. A teacher, a parent\\nor a guardian should never prevaricate. This does not\\nimply an unchanged opinion or line of conduct. Dr.\\nJohnson says: No one but an idiot never changes his\\nmind.", "height": "3519", "width": "2332", "jp2-path": "didactics00carp_0030.jp2"}, "31": {"fulltext": "DIDACTICS. 29\\nLOVE OF VIRTUE.\\nA love of Virtue secures influence. Virtue is moral\\norder and all control rests ultimately on Right. Au-\\nthority is an influence which a man proposes to enforce.\\nInfluence is moral authority. A love of Virtue may be\\nstrengthened by habits of reflection, by its uniform ex-\\nercise and by avoiding all familiarity with vice.\\nLOVE FOR BEAUTY.\\nThe teacher must have a love for Beauty. This is\\nthe most important qualification yet discussed. A love\\nfor Beauty secures order. Taste is the virtue of the\\nemotional nature. Ug-liness is emotional sin. Beauty\\nrequires order, harmony, fitness and neatness in person,\\nin manner, in langaiage and in intercourse. Women\\nhave neater schools, generally, than men, because they\\nare neater in person. A delicate aesthetic sense is pained\\nby disorder, and want of neatness invites disorder. Love\\nof beauty should not degenerate into foppery and beauty\\nshould be made subsidiary to noble aims.\\nAll the appurtenances of a school should be in keep-\\ning with its high character, in person and all personal\\nsurroundings, in tone, action and position, and gentle-\\nmanliness in avoiding coarseness and slang. The aes-\\nthetic sense may be cultivated by the presence of refined\\nobjects, such as pictures and flowers, by drawings which\\ncultivate the eye, by music which educates the ear and\\nby always doing the best possible, thereby avoiding", "height": "3519", "width": "2332", "jp2-path": "didactics00carp_0031.jp2"}, "32": {"fulltext": "30 DIDACTICS.\\nhabits of carelessness. The flower mission started in\\nLondon, where women took a single plant in blossom\\nand asked women living in squalor to care for it and\\nput it in the window, but asked nothing more. There\\nfollowed, as a direct sequence, clean windows, clean\\nhouses and clean persons, changing the character of\\nthat part of the city. One of the characteristics of a\\nboy is to destroy what is going tO decay. Let a window-\\npane in a vacant house be once broken and within a\\nweek not a whole pane would be left. It would seem\\nthat a kind providence had implanted in youth the de-\\nsire to destroy the unsightly.", "height": "3519", "width": "2332", "jp2-path": "didactics00carp_0032.jp2"}, "33": {"fulltext": "DIDACTICS. 31\\nCHAPTER VI.\\nQUALIFICATIONS OF THE TEACHER.\\nVOLITIONAL.\\nSELF-CONTROL.\\nThe will is the dominant power in man. Force or\\nweakness of character depends upon it. More fail from\\nwant of will than from want of acquirement or of sym-\\npathy. Will is the executive power of man. The legis-\\nlative part of our nature passes a law, sends it in to the\\nexecutive and it is approved, but too frequently not\\nenforced because of a weak executive. Want of will is\\nin harmony with man s indolence. Emerson says: Will\\ngives a man new eyes.\\nThe basis of all control is self-control. He who cannot\\ncommand himself cannot command others. Want of\\nself-control indicates a deficiency of power in the will\\nthat foretells the failure. Failure in most instances is\\ndue to this.\\nCONTROL OF KNOWLEDGE.\\nThe teacher must have control over knowledge. It\\nis not sufficient for him to possess knowledge. He\\nmust have it within reach. For some knowledge that\\nthe teacher does not wish to carry, it is sufficient to know\\nwhere to find it. A wise man is not necessarily a good\\nteacher. Knowledge that we know may be of use to us,", "height": "3519", "width": "2332", "jp2-path": "didactics00carp_0033.jp2"}, "34": {"fulltext": "32 DIDACTICS.\\nbut only knowledge that we can impart will benefit the\\npupil. The recitation is appointed to raise difficulties.\\nThe trouble with teaching is that the teacher has learned\\nthe subject matter and not learned to present it. In\\na few years, all of any subject can be known, nothing\\nmore can be learned, but the knowledge tO be acquired\\nin presenting it is illimitable. Therefore, the good\\nteacher always finds new ground and tO such a one\\ncannot be applied Shakespeare s phrase of the damna-\\nble iteration of a teacher s life.\\nThe control over knowledge is secured by thorough\\nstudy with reference to teaching. The subject, not\\nwords, should be studied until mastered and then how\\nit is to be presented. The habit should be formed of\\nwatching mental processes.\\nControl is also secured by experience. This is not\\nmere repetition, because this would- lead simply to\\nhabit. Experience is the determination of methods by a\\nstudy of our failures to see why we failed and of our\\nsuccesses to see why we succeeded.\\nCONTROL OF PASSION.\\nThe teacher must have control over passion. Passion\\nis a weakness it is a circumstance controlling the man.\\nThe power to control this can be acquired. Men who\\nget thoroughly mad about something, are afterwards\\nthoroughly ashamed of it. Slowness in action and speech\\nwill control passion. If passion controls the teacher,\\nhe cannot control others. Passion is unjust, unbridled", "height": "3519", "width": "2332", "jp2-path": "didactics00carp_0034.jp2"}, "35": {"fulltext": "DIDACTICS. 33\\nand unmanly. The self-control must be gained by\\nvariable exercise. It should grow into a habit. The\\nfirst attack on a teacher s authority is his own passion.\\nCONTROL OVER MOVEMENTS.\\nThe teacher should have control over the body. Awk-\\nwardness reveals a want of control. This physical self-\\ncontrol has a great power over children. He should\\naim at grace and gentleness for his own sake and for\\nthe power it gives over others. _ __\\nCONTROL OF OTHERS.\\nNot only should the teacher acquire self-control, but\\nshould possess the ability to govern others. This abil-\\nity is determined largely by ability .to govern one s self\\nin knowledge, passion and person. The ability to gov-\\nern is secured by obedience to the following principles:\\nI. The agency of government must in the main be\\nmoral influence. If moral influences fail, force must be\\nresorted to. The best government is that that secures\\nself-government. The worst is that that relies wholly\\noil force. The l)est is hardly ever attainable. The worst\\nis always partially avoidable. No government can be\\nmaintained that relies wholly on force, because force\\ninvites force. The idea of force suggests tyranny. Fre-\\nquent use of punishment or mere force shows a lack of\\nskill. Skill is shown in proportion tO the lack of pun-\\nishment. A superintendent once sent a woman to an\\nunruly school. She whipped eighteen boys the first", "height": "3519", "width": "2332", "jp2-path": "didactics00carp_0035.jp2"}, "36": {"fulltext": "34 DIDACTICS.\\nday and remained there four years and never whipped\\nanother. Her whippings therefore did not average high.\\nAfter the first day, some women Hving in the ward\\nwished tO know of the superintendent what kind of\\nthing he had sent them. The reply was a Threshing\\nMachine. A command should never be explained after\\nit is made. The explanation should be made before.\\nThe idea of reverence is that of superior moral or intel-\\nlectual power and of fear, of physical strength. The\\nteacher should impress upon the school that punishment\\nby force is not the general government, but the excep-\\ntion, and when applied is a mark of disgrace. The no-\\ntion of punishment should be attached to the act. If\\nforce is used too freely, it will have to be continually\\nincreased. Punishment should be in private or the pupil\\nmight become a hero to his mates, or may lose his self-\\nrespect, if it is open. If a single rule is violated without\\nthe infliction of a penalty, it is sometimes long or never\\nthat the teacher again gains control.\\n2. No government can be maintained that wholly\\nneglects force. All punishment involves the right to\\nresort tO force. Obedience is not true obedience when\\nit demands any conditions. Above the command must\\nbe the moral influence of authority. Besides the com-\\nmand must be seen its reasonableness and behind it must\\nbe sufficient force to execute it.\\n3. The moral influence of force is fear or awe and\\nof authority is reverence. Familiarity lessens the\\nforce of fear and authority.", "height": "3519", "width": "2332", "jp2-path": "didactics00carp_0036.jp2"}, "37": {"fulltext": "DIDACTICS. 35\\n4. The certainty of punishment is more effective\\nthan its severity. It must be very prompt when em-\\nployed. Never threaten. If you perform your threat\\nit will be attributed tO passion; if you do not it will be\\ncharged to weakness or fear. In either case authority\\nis weakened. State the law judiciously and require\\nobedience first to^ the law and then to yourself. The\\nidea of punishment must be connected, with the offense\\nand must grow out of it. Punishment should be pro-\\nportioned to the offense.\\nAuthority is maintained by direct methods^ by force\\nand its consequent fear and awe, by authority and its\\nconsequent reverence, by the love of reward, such as\\nthings tangible, premiums, etc., and things intangible,\\napprobation and promotion, and by presenting motives\\nto the self-respect of pupils. Reward is the most pow-\\nerful incentive to human action. The reward must have\\nno particular pecuniary value, because the reward might\\ntake the place of the desire for learning. Man is a social\\nbeing because he likes approbation. Rewards should\\nbe of sufficient number to make them fairly attainable.\\nWhen rewards are too few, emulation arises. Try to\\nimpress upon the pupil that to need government is\\nchildish; to do without it is manly.\\nAuthority is maintained by indirect methods also.\\nBy keeping the pupil busy, by occupying his atten-\\ntion and by observing and avoiding occasions of\\ndisobedience. Disobedience arises chiefly from three\\ncauses the love of opposition, in which case turn", "height": "3519", "width": "2332", "jp2-path": "didactics00carp_0037.jp2"}, "38": {"fulltext": "36 DIDACTICS.\\nthe current of opposition from the law; the love\\nof activity, in which case keep the activities under\\ncontrol mere physical restraint may cause disorder\\nand the remedy here is exercise; and lastly, the love\\nof notoriety. Render notoriety painful by making the\\nobject ridiculous. Ridicule is the legitimate instrument\\nto use against notoriety. It should be used for restraint\\nonly, for motive never.\\nSuccess in government is secured by natural tact, ex-\\necutive ability or the possession of will. Discriminate\\nbetween firmness and stubbornness. The first holds on\\ntill convinced and considers it no disgrace to yield when\\nconvinced.\\nSuccess is also secured by adequate preparation, by a\\nhearty love for the work, by proper and sufficient appa-\\nratus and by objects of beauty, etc., that aid in cultivat-\\ning taste.\\nSTEADFASTNESS OF PURPOSE.\\nThere must be steadfastness of purpose. The teacher\\nmust guard against discouragements. These arise from\\nthe dullness of pupils, the misapprehension or neglect\\nof patrons and the slow ripening of results. Steadfast-\\nness implies an end in view and lies in the head that\\ngoverns, plans and commands; obstinacy lies in the\\nheels. Obstinacy is inertia; steadfastness momentum.\\nThe stubborn have not a strong will but a weak one.\\nThere are two ways of teaching submitting, first, to no\\nmore strain than just suf^cient to hear the lesson, and,\\nsecondly, giving your life, heart and activity tO the work.", "height": "3519", "width": "2332", "jp2-path": "didactics00carp_0038.jp2"}, "39": {"fulltext": "DIDACTICS. 37\\nThis last, and the only proper method, is a great strain\\non the nerves, but be careful not to get nervous. Proper\\neconomy requires, when you have spent many years in\\npreparation, that you draw upon it and not let it lie\\nidle. If this is not done, your special preparation of\\nimparting is thrown away, though your knowledge re-\\nmains. A teacher must master every difificulty as it\\npresents itself.\\nMisapprehension is w^orse than neglect. The ignor-\\nant are very prejudiced, and most apt to form conclu-\\nsions without proper data. This arises from, the fact\\nthat they do not know there are fields -beyond, and also\\nfields in which one must tread with caution. The edu-\\ncated mind learns this and sees the futility of correct\\njudgments in every field by one finite mind. The end\\nin teaching is the intellectual good of the pupil. Selfish-\\nness always defeats itself. It is never selfish to get; the\\nselfishness consists in keeping. If good is done with\\nacquirements, the more obtained the better. The im-\\nmediate end in teaching is self-interest, and this passes\\ninto selfishness when it leaves out of view the use to\\nbe made of our goods. The ultimate end in teaching is\\nbenevolence. If one has not this ingredient in his in-\\ntention he should not enter the profession. This is the\\nultimate end of all true living, but in order to give we\\nmust first get. Ultimate ends are first reached by\\nmediate ends, as knowledge, influence, position, etc.\\nSteadfastness works according to a method. The\\nteachers profession must be entered for life. Methods", "height": "3519", "width": "2332", "jp2-path": "didactics00carp_0039.jp2"}, "40": {"fulltext": "38 DIDACTICS.\\nshould, therefore, be made a careful study. Success de-\\nmands the adoption of right methods. Steadfastness\\nsecures against discouragement. Mere persistence often\\nwins. A woman s natural life is that of the teacher of\\neverything. Difficulties should not be avoided for the\\ntime being, because they always come again.\\nSteadfastness is secured by a careful study of our\\nown powers, thereby establishing self-confidence, of the\\ndifficulties tO be overcome, of the means to be employed\\nand of a resolute and manly activity. Laziness suggests\\ndifficulties.\\nPATIENCE.\\nThe teacher must be patient. Haste is opposed to\\nthoroughness. Patience is a great virtue and is often\\nreferred to in the Scriptures. Time is necessary or essen-\\ntial to the maturity of every valuable result. If a thing\\nis obtained speedily, it is usually of little value Quick\\ncome, quick go. Fortunes bequeathed, very seldom\\ngrow in the hands of heirs; they dwindle away and are\\ngoue, nO one knows where. Patience is thus essential\\nto success in teaching and this success is purely personal.\\nIt is not unfeeling stoicism. Stoicism endures because\\nit don t care; patience endures and does care. True\\npatience involves four elements:\\n1st. Interest. The mere force of will is not sufficient.\\nXenophon says a pupil cannot learn of a teacher whom\\nhe does not like. As a teacher grows older he has less\\nand less personal interest in pupils, looking upon them\\nmore as forces or plants to be trained.", "height": "3519", "width": "2332", "jp2-path": "didactics00carp_0040.jp2"}, "41": {"fulltext": "DIDACTICS. 39\\n2d. Persistence. It is the steady hand that wins.\\nPeter the Great, when fighting Charles XII of Sweden,\\nwas repeatedly defeated, though having a larger army.\\nNever mind, said he to his troops, we will learn by\\nand by, and he did learn.\\n3d. Discernment. Patience is not mere endurance.\\nPatience involves expectation. The evil of today under\\nits influence is endured because of the improvement of\\ntomorrow. Napoleon once called for a volunteer to\\nperform a difficult and dangerous service. A young\\nofficer offered himself and upon receiving the order from\\nNapoleon s hand, turned deadly pale. Upon observing\\nthis one of his aids said, See, he turns pale; that man s\\na coward. No said Napoleon, he is the bravest\\nman in the army, for he realizes the danger and faces it.\\n4th. Conviction is the source of all moral power. It is\\nthe belief in the possibility of success. No. young man\\nshould place a limit on his ambition. If a man has con-\\nvictions, he has power. As a general rule, impatience\\nis a sign of weakness. A child cannot wait a moment\\nfor what it wants; a man can wait years.\\nPatience is secured by self-discipline and self-control,\\nby a consideration of methods as well as ends, for impa-\\ntience sees only the end and frets at the necessity of\\nmethod.\\nPatience secures power or a solid growth of influence,\\nconfidence in our own power and trust on the part of\\nothers. Patience reveals true power. A patient man\\ncan be trusted.", "height": "3519", "width": "2332", "jp2-path": "didactics00carp_0041.jp2"}, "42": {"fulltext": "CHAPTER VIL\\nQUALIFICATIONS OF THE TEACHER.\\nPHYSICAL.\\nHEALTH OF THE TEACHER.\\nThe teacher should have a healthy body. No other\\ncalling makes so great a demand upon the vital powers.\\nIt has been tested and proven physiologically that three\\nhours of strong mental efifort is equal to ten hours of\\nphysical labor. If a man taxes his mind and leaves his\\nbody unexercised, it leads to disease. The teacher taxes\\nhis mental, moral and physical powers and this is the\\nreason why so many break down. It exhausts the whole\\nman. Teachers are particularly liable to break down\\nthrough nervous exhaustion.\\nIll-health involves want of thoroughness in work and\\nill-considered and hasty action. Nobody who gets irri-\\ntated can act justly. It also involves a loss of self-\\nconfidence. Distrust of bodily strength leads to distrust\\nof mental powers. The powers sympathize with each\\nother. Strength of body stimulates strength of mind,\\nwhile weakness of body induces weakness of mind. No\\nteacher can afiford to excuse himself upon purely per-\\nsO Ual grounds. Ill-health may be largely avoided by\\nregular, systematic work. Irregular work does more\\nmischief than overwork. Work should be gauged in\\n40", "height": "3519", "width": "2332", "jp2-path": "didactics00carp_0042.jp2"}, "43": {"fulltext": "DIDACTICS. 41\\namount according to our mental and physical strength.\\nIt should be prosecuted systematically as to hours of\\nlabor and of recreation. Work should have some refer-\\nence to the individual taste. We do most easily what we\\nHke to do. Our work should be so planned as to secure\\nvariety. The greatest amount of labor requires that\\neach set of muscles alternately work and rest. The\\nteacher s profession is peculiarly liable to this danger of\\nmonotony. Variety may be secured by a modification\\nof details, by viewing the subject from different points,\\nand by continual advancement^ by moving in a spiral,\\neach succeeding revolution carrying one higher.\\nPRESERVATION OF HEALTH.\\nPreservation of health is an imperative duty. The\\nproper time tO retire is ten o clock, arising at six. The\\nlaw to those pursuing an intellectual life, is that they\\nshall get as much sleep as possible. The preservation of\\nhealth is a very much neg lected duty. The full value of\\nhealth is not realized till it is lost.\\nProper ventilation of the school-room is a requisite\\nto health. Health requires plenty of fresh air. The\\nteacher should see that the school-room has this for\\nhis own health, for that of the pupils and as a condition\\nfor effective work.\\nThe room should be properly warmed. The feelings\\nare no judge; hence every school-room must have a\\nthermometer. A room too warm is more dangerous\\nthan one too cold. About 65 to 70 degrees is the proper", "height": "3519", "width": "2332", "jp2-path": "didactics00carp_0043.jp2"}, "44": {"fulltext": "42 DIDACTICS.\\nheat. Pupils should never be allowed to meddle with\\nthe fire or the ventilation.\\nThere must be proper clothing. The feet are most\\nsensitive tO changes. The chest next. The sole of the\\nfoot is extremely sensitive, many nerves centering there.\\nHence the bastinado is a very severe and cruel punish-\\nment. In passing into the open air, teachers and pupils\\nshould guard against a. sudden change by extra cloth-\\ning.\\nThere must be proper exercise. Any change from\\nan active to a sedentary life requires that especial atten-\\ntion be given to exercise. Lessen the amount gradu-\\nally. Exercise should be uniform in amount and se-\\nverity. It should not be so severe as tO add to the\\ndemands made upon the teacher s vital powers by his\\nintellectual labor. No other work should be engaged\\nin while teaching. All study, except in connection with\\ninstruction, should be suspended. The teacher is to a\\ncertain extent charged with the care of the health of\\nthe pupil. He should, so far as possible, attend to every-\\nthing that affects their health seats, desks, personal\\nhabits, food, etc.\\nAVOIDANCE OF SINGULARITIES.\\nThe teacher should avoid any bad or noticeable habits.\\nChildren are largely imitable. It is the means by which\\nthey learn. We all most readily imitate what is odd or\\npeculiar. We may even dO this unconsciously. We\\nall possess influence; hence there is responsibility. The", "height": "3519", "width": "2332", "jp2-path": "didactics00carp_0044.jp2"}, "45": {"fulltext": "DIDACTICS. 43\\ndanger in imitating some speakers consists in an imita-\\ntion of his oddities and not of the quahties that give him\\npower. One of the Kings of France was hump-backed,\\nand all his courtiers became hump-backed unconsciously.\\nQueen Elizabeth had one shoulder higher than the other\\nand her court developed the same characteristic.\\nThe following faults, among others, are to be\\navoided\\nFirst, an unbecoming- or lazy posture. Want of grace\\nin posture and ease in motion is provocative of disorder.\\nWomen have usually a lazy habit of sitting; men an\\nunbecoming one. The Americans have been distin-\\nguished by their lazy positions. Someone has said that\\nhe has made a great discovery the back was made to\\nsit on. If a, man be made to sit orderly in a bar-room,\\nthen he will be otherwise orderly.\\nSecondly, noisy movements. A noisy teacher makes\\na noisy school, and a noisy school is ungovernable.\\nThird, loud talking. Quiet action always accompanies\\nconscious power. A loud tone usually betrays a con-\\nscious want of authority. It courts disobedience by\\nseeming tO expect it. It also interferes with study. A\\nshallow stream makes the most noise.\\nFourth, want of neatness. A person slovenly in dress\\nwill be slovenly in teaching. Dress does not make the,\\nman, but it helps him, a,wfully after he is made. At a\\nwoman s rights convention, men have long hair and\\nwomen short hair. The opposite extreme of slovenly", "height": "3519", "width": "2332", "jp2-path": "didactics00carp_0045.jp2"}, "46": {"fulltext": "44 DIDACTICS.\\ndressing is dandyism. This is also to be avoided. True\\nmodesty avoids any noticeable extreme.\\nFifth, want of order. The teacher should be as or-\\nderly as he expects his pupils to be.\\nSixth, slang. It may be forcible; it is never elegant.\\nSeventh, witticism. A professional wit loses the\\nrespect of his pupils. A joking teacher has a frivolous\\nschool, and,\\nEighth, any noticeable habits. These always become\\nbad.", "height": "3519", "width": "2332", "jp2-path": "didactics00carp_0046.jp2"}, "47": {"fulltext": "CHAPTER VIII.\\nQUALIFICATIONS OF THE TEACHER.\\nSOCIAL.\\nThe teacher should be social with children. Every\\nprofessional man should cultivate his social nature. True\\nsociality implies ability to meet men on a common level.\\nA professional man who uses his intellectual and social\\nnature, cannot ignore it; just as a laboring man cannot\\nneglect to use his muscular strength, for it is his capital.\\nIf you meet an ignorant person, the first thing to ascer-\\ntain is what is common to- both. Beecher was a most\\neffective speaker, chiefly because in going before an\\naudience he discovered what was common ground, and\\ntook it. All men are alike in common endowments. To\\nlet one s self down tO a level with others without humil-\\niation to one s self, requires tact; so likewise does the\\nfaculty to raise one s self up on a level with others, with-\\nout presumption, or more correctly, assumption. A\\ngentleman must never cease to be a gentleman. Blunt-\\nness and rudeness should always be avoided. Be gentle-\\nmanly to a little child. The school is supposed to be\\nbelow the teacher. He should reach down, not stoop\\ndown. Maintain a teacher s dignity always. True\\nsociability also implies kindness of feeling that leads us\\n.to seek society. Extremes of familiarity and reserve", "height": "3519", "width": "2332", "jp2-path": "didactics00carp_0047.jp2"}, "48": {"fulltext": "46 DIDACTICS.\\nshould be avoided. The former weakens authority, the\\nlatter weakens influence. It is not well for the teacher\\nand pupils to meet only in the school room and in the\\nofficial relation. The teacher may join in the sports of\\nthe school to a certain extent. There is a formal opposi-\\ntion between pupils and teacher in the school room. To\\nprevent this formal opposition from, becoming- real, the\\nteacher must rely upon showing harmony of aims by\\nlectures on g-overnment, etc., and upon his social in-\\nfluence out of school hours. Interest in what interests\\nothers is a powerful bond.\\nThe social feeling is best secured by the adoption of\\nsome plan by which all may be brought together on a\\ncommon level. For the older pupils this can be secured\\nby lyceums or debating societies conducted by the\\npupils. This teaches them the value of order and gov-\\nernment. Also by reading clubs devoted tO history or\\nbiography and by singing societies. For the younger\\npupils, spelling matches and rhetorical exercises. A\\ncommon end demanding combined effort begets\\ncommunity of feeling and the school life becomes a part\\nof a large whole, in which the interest of one is the in-\\nterest of the whole.\\nThe teacher should be social with parents. The\\nsuccessful teacher m,ust possess somewhat of the paren-\\ntal feeling. He must frequently consult parents; he will\\nthus secure their confidence. The teacher must remem-\\nber that the condition of true sociability is perfect equal-\\nity. He ought to feel that his life is bound up in the", "height": "3519", "width": "2332", "jp2-path": "didactics00carp_0048.jp2"}, "49": {"fulltext": "DIDACTICS. 47\\nafter life of his pupils.; he must not assume the educa-\\ntional air of schoolmaster.\\nNarrowness is the teacher s greatest danger.\\nA superiority that must constantly be asserted may\\nfairly be questioned. Dr. Johnson said he never liked\\nto leave London because the society was so varied that\\nit prevented any tendency toward narrowness. A bigot\\nis one who sees a single truth and thinks it is the whole\\ntruth. A man who spends his whole life making pin\\nhead\u00c2\u00ab^ regards it as the greatest business in the world.\\nBoarding around is good for the work of the teacher, but\\nnot for dyspepsia. Social intercourse will preserve the\\nteacher from narrowness. Exclusive attention to any\\none thing tends tO unduly magnify its importance in our\\neyes. Sociability will increase the interest in pupils. The\\nteacher is too apt to see but one side of pupils and pa-\\ntrons. Such social intercourse interests parents in the\\nschool as well as in their own children. The social feel-\\ning may be cultivated by the means mentioned and by\\na course of familiar lectures for the benefit of the school.\\nSuch a course will be successful in proportion as it enlists\\nhome talent. The teacher needs the society of teachers.\\nWe need to correct our methods and ideas by the expe-\\nrience of others. The teacher needs it to insure himself\\nagainst the dogmatic habit. Constant association with\\ninferior culture tends to beget this habit. Teachers so-\\ncieties are valuable. Their direct effect is imparting the\\nexperience of each for the good of all. The indirect\\nbenefits are seen in the mental stimulus gained and im-\\npulse acquired.", "height": "3519", "width": "2332", "jp2-path": "didactics00carp_0049.jp2"}, "50": {"fulltext": "CHAPTER IX.\\nQUALIFICATIONS OF THE TEACHER.\\nMORAL.\\nThe teacher should be a moral man. Morality is :i\\nquestion of character rather than of creed. A creed is\\nbelief crystallized or a formulated belief; character is\\nnot whati we profess tO be, but what we are and is de-\\ntermined by the use we make of the powers we have.\\nIt is the resultant of the personal force in the man and\\nthe force of circumstances.\\nIt is not being good but actively doing good. It is\\nthe resultant of conviction working out against ex-\\nternal forces. It is determined by the personal impulse\\ngiven our powers and in the soul s response to external\\ninfluences. Belief is the soul s answer tO its convictions.\\nThe two are not necessarily coincident. Morality must\\ninclude the entire influence exerted by the teacher.\\nMorals bear the same relation to influence that learning\\ndoes to teaching. Morality secures the teacher s personal\\ninfluence for good, just as learning secures his teaching\\nagainst error. The teacher takes the pupil at a plastic\\nage and deals with him in the relations under which he\\nis especially susceptible to influence. His position se-\\ncures confidence; his confidence implies a trust. An\\nintellectual trust is committed to the teacher; he must\\n48", "height": "3519", "width": "2332", "jp2-path": "didactics00carp_0050.jp2"}, "51": {"fulltext": "DIDACTICS. 49\\nteach. A moral trust is also committed to the teacher\\nthe formation of the character of his pupil. Uncon-\\nscious acts reveal character. Breach of confidence is a\\nbreach of trust. There is no excuse for a breach of\\nconfidence in either particular. The personal influence\\nof the teacher will be either good or bad. To honestly\\ndischarge the trust imposed upon him, the teacher must\\npossess a good moral character. No intellectual bril-\\nliancy will make up for the absence of it.\\nINFLUENCE OF THE MORAL CHARACTER.\\nWhat precedes dealt with subjective moraHty, what\\nfollows with objective morality. The teacher must\\nbe able to exert a positive moral influence. He,\\nby his profession, assumes a leadership. Superior\\npower or attainments impose superior responsibility.\\nMany an excellent man has little volitional power and\\nconsequently little influence. Morality is taught more\\nby example than precept. A wicked man is a weak\\nman. The word wicked means weak and is derived\\nfrom the Anglo-Saxon wick, meaning weak. Sin can-\\nnot be repressed by external force. The possession of\\nmoral character is the first condition of a proper dis-\\ncharge of the teacher s responsibility. Uniform obedi-\\nence to moral law is thus demanded of the teacher.\\nMoral conviction leading to a sturdy avowal of moral\\nobligations is the second condition of a proper discharge\\nof responsibility. A truly moral man can never be in-\\ndifferent to moral considerations. This moral influ-", "height": "3519", "width": "2332", "jp2-path": "didactics00carp_0051.jp2"}, "52": {"fulltext": "50 DIDACTICS.\\nence is demanded by the individual who needs its pro-\\ntection. Education confers power and power needs con-\\ntrol. It is also demanded by society which needs its\\ncontrol. The only safeguard for society is moral self-\\nrestraint. Religion, teaching dogma, is sectarianism.\\nDogma is excluded from our schools. A man who can-\\nnot feel, can have no influence there; a stoic has none.\\nReligious emotion cannot be excluded from our schools.\\nBecause a school is not opened by prayer, it is not\\nnecessarily ungodly. Religion cannot be excluded if the\\nteacher be religious. Schools should be non-sectarian,\\nbut they should not be immoral. There is continual\\nopposition to all public institutions from denominational\\nschools. When the teacher fully realizes the responsi-\\nbility hanging over him he is appalled. The moral influ-\\nence of the school is secured by the personal moral\\ninfluence of the teacher, not by any set religious exer-\\ncise. It is safer to rely on influence than upon forms.\\nThe teacher must do and not do, what his school\\nis to do and not do. This moral power is secured by a\\nuniform! exercise of moral influence and a constant\\nobedience to moral considerations. A teacher cannot\\nexact of pupils more than he exacts of himself.\\nThis moral power secures authority. The recognition\\nof the paramount claims of moral law fixes authority\\nupon a rational basis. Obedience is not due to the\\nteacher, but to the universal moral la,w. This recog-\\nnition secures the habit of self-determined obedience to\\nlaw instead of compulsory obedience to force.", "height": "3519", "width": "2332", "jp2-path": "didactics00carp_0052.jp2"}, "53": {"fulltext": "CHAPTER X.\\nPRACTICAL SUGGESTIONS.\\nAPPARATUS.\\nA neat, well-furnished school room is a requisite to\\ngood results. All surroundings have an educational in-\\nfluence. Buildings out of repair invite vandalism. It\\nfirst vents itself upon physical objects and finally turns\\nitself on law, good order and study. What the school\\nhouse shall be is largely determined by the teacher.\\nThere should be convenient seats and desks. Personal\\ndiscomfort distracts attention. A shabby desk will make\\na careless scholar. There should be good blackboards\\nand plenty of them. You can always find something for\\npupils to do at the blackboard. It is a relief from work,\\nand work and no play makes Jack a dull boy. Black-\\nboards are essential for class work and illustration. The\\npublicity of the work secures its honesty. They fur-\\nnish the means of employing the idle and isolating the\\nrestless. Apparatus requires first itself and then the\\nskill to use it. There should be maps, charts and globes;\\nvaluable both for instruction and indirect influence. One\\nmay unconsciously learn much of geography from the\\ndaily observance of a series of maps. Pictures, portraits\\nand flowers render the school room homelike and attrac-\\ntive and bring to the aid of a teacher the habits of obedi-\\n51", "height": "3519", "width": "2332", "jp2-path": "didactics00carp_0053.jp2"}, "54": {"fulltext": "52 DIDACTICS.\\nence and good order that grow out of the home life.\\nModels and philosophical apparatus are more necessary\\nin schools of advanced grades, but are useful in any for\\npurposes of illustration. A musical instrument should\\nbe supplied. Music is a powerful means of influencing\\nthe passions. It secures obedience, relieves the tedium\\nof study and the restlessness of enforced quiet. All sig-\\nnals should, so far as possible, be impersonal. A teacher\\nshould never make himself prominent in giving an order.\\nOpposition, if any, would be turned against the object.\\nTherefore a bell should be supplied. A time-piece is\\nessential to regularity and regularity is essential to order.\\nIt should be in sight of the whole school.", "height": "3519", "width": "2332", "jp2-path": "didactics00carp_0054.jp2"}, "55": {"fulltext": "CHAPTER XL\\nPRACTICAL SUGGESTIONS.\\nSCHOOL MANAGEMENT.\\nThe contract should be in writing, full and unambigu-\\nous, and should be made and signed before the teacher\\nbegins his work. Women are more careless about con-\\ntracts than men.\\nThe length of the terms is a matter of some import-\\nance. A term; may be so short as tO prevent adequate\\nresults. A term may also be too long and result in lack\\nof interest. The best length is about thirteen weeks.\\nEach daily session should begin and end promptly.\\nThe same principle holds in case of recitations. The\\ndaily programme should be made out, publicly posted\\nand strictly followed. Disorder here will lead to general\\ndisorder. The object of recess is rest and recreation.\\nThey should be regular in occurrence and uniform in\\nlength. They should not be so long as to allow the\\ninterest in play to become too absorbing nor so short\\nas to seem worthless. From ten to fifteen minutes is\\nthe proper time. The Sunday is made for man, not man\\nfor the Sunday. A person can go^ to excess in church-\\ngoing as he can in going to a dance.\\nThe question will frequently arise as to how to spend\\nSaturdays and vacations? Days of recreation should be\\n53", "height": "3519", "width": "2332", "jp2-path": "didactics00carp_0055.jp2"}, "56": {"fulltext": "54 DIDACTICS.\\ndays of rest. Mere idleness is not rest. The vacation\\nmay be spent in outdoor recreation or employment.\\nExercise taken as exercise soon becomes tedious and\\nmisses its end. It is most effective when some immedi-\\nate utility is joined tO it, as, for example, botanizing,\\nhunting, visiting, etc. The vacation may be spent in\\nreading, which should be for the purpose mainly of\\nrecreation. The great scholars of the age are men of\\nfew books, but they know what is in them. The im-\\nmediate ends in reading are two: Information to place\\none in sympathy with the thought of the age and if pur-\\nsued for this end falls into four courses: History, or\\nreading what has been; Biography, who have been;\\nScience, what is known; and Living Questions, what is\\nto be known. The other end in reading is for Recrea-\\ntion, to place one in sympathy with the feelings of the\\nage. Always read with a pencil in your hand and mark\\nyour own books.\\nThe chief danger to be avoided by the teacher is\\ndesultory reading. The following considerations will\\nguard against this: Read nothing carelessly; careless-\\nness easily becomes a habit. Read nothing that does not\\ninterest you. Read thoughtfully, never gorging the\\nmind with an undigested mass.\\nReading for recreation is of a lighter character. The\\ngreat resource is fiction. The danger is of dissipation.\\nFrivolous recreation leads to a frivolous life. Every\\npleasure should have an undercurrent of profit.", "height": "3519", "width": "2332", "jp2-path": "didactics00carp_0056.jp2"}, "57": {"fulltext": "DIDACTICS. 55\\nPROPER CLASSIFICATION.\\nProper classification or grading is economy. It is\\nabsolutely necessary in a large school. One explanation\\nthereby serves many. The teacher must remember that\\nthough the grade assumes equality, there are many men-\\ntal differences. Classification saves the time of the\\nteacher as well as that of the pupil. He is aided by\\ncompetition and not hindered by those below him. The\\nteacher must not forget that teaching is successful in\\nproportion as it is individual. The grade assumes stu-\\ndents to be actually equal, but in fact they never are so.\\nCertain equalities exist; these are tO be utilized. Cer-\\ntain inequalities exist these are not to be ignored.\\nThe following principles will aid in grading a school:\\nThe previous acquirements of the pupil; his ability to\\nacquire, and, to a certain degree, the ages of the pupils.\\nIt wounds self-respect to be classed with the much\\nyounger. Younger pupils are quicker in perception,\\nolder ones in reflection. A recitation has these objects:\\nto test the thoroughness of the pupil s knowledge, to\\nfix by exact and intelligent repetition and to explain\\ndifificulties. The recitation should be a running com-\\nmentary on the lesson. The natural mental attitude of\\nsome people when a statement is made, is to deny it.\\nThese are not very teachable, because they believe noth-\\ning unless forced to it. Others, on the other hand, are\\ntoo credulous. Between the credulous and the skeptical\\nmind there is every gradation. The teacher s manner\\nI ofC.", "height": "3519", "width": "2332", "jp2-path": "didactics00carp_0057.jp2"}, "58": {"fulltext": "56 DIDACTICS.\\nshould be brisk and active. The recitation should be a\\nfree converse on the subject before them by the pupil\\nand the teacher. The teacher must hold the attention\\nof the whole class. He must not be limited to the text-\\nbook. He should be master of it. He should not be\\nmastered by it. He should make no more use of text-\\nbooks in recitation than he allows the pupil. The more\\na teacher knows the less apt is he to show it.\\nTactics to the school is what discipline is to the army.\\nPractice in moving- should be given in general exercises.\\nMilitary order and precision should be aimed at in mov-\\ning to and from classes. Too much attention to this\\nmatter becomes intricate and confusing, while too little\\nattention soon becomes none. All movements should\\nbe regulated by signals or words of command. Signals\\nare better than words. The best signals are the most\\nimpersonal; hence the best of all is a good signal clock.*", "height": "3519", "width": "2332", "jp2-path": "didactics00carp_0058.jp2"}, "59": {"fulltext": "CHAPTER XII.\\nMETHODS.\\nDEVISING METHODS.\\nA good teacher must devise his own methods, which\\nto be successful must grow out of the man. There are,\\nhowever, general principles to be observed. No law can\\ntake into consideration the teacher s personality. Meth-\\nods deal with the how of teaching. Law takes cog-\\nnizance of uniformity. Method includes diversities also.\\nIt is important that we have method; it is equally im-\\nportant that it be our own. A teacher must choose the\\ntools he can work with best. A young teacher is liable\\nto the danger of adopting the methods of others. There\\nis a style in teaching as there is a fashion in dress or\\nmanner of address. When the methods of others are\\nfollowed, we generally adopt that which has not made\\nthem successful, rather than that by which they could\\nnot help but succeed. We are more apt to adopt their\\noddities, not their excellence. Our method of teaching\\nshould grow out of our method of study. The teacher\\nshould study with the express purpose of teaching; he\\nthus unconsciously shapes his method by his study.\\nMethod is not absolute. That is best that succeeds best.\\nThat is worst that fails. Some method is essential.\\nOrder is essential to success and method is essential to\\norder. Method must therefore be made a matter of\\n57", "height": "3519", "width": "2332", "jp2-path": "didactics00carp_0059.jp2"}, "60": {"fulltext": "58 DIDACTICS.\\nStudy and not left to chance, as we thus lose the bene-\\nfit of experience. If we succeed we know not why; if we\\nfail we cannot correct our error. Experiment is of value\\nonly as processes are determinate and remembered so\\nthat they may be repeated. If we copy others we are\\nmachines. When a man merely sees into a thing he\\napprehends it; but when he grasps it, assimilates it, he\\nmakes it so much his own that he can impart it clearly to\\nothers. Then he comprehends it.\\nEvery opportunity of attending institutes and visiting-\\ngood schools should be improved. The object of a nor-\\nmal school is to teach method. A residence at one for\\nthis purpose ought to be beneficial.\\nREADING.\\nThe prominent ends in teaching reading are two.\\nFirst, ability to read for one s own knowledge. This\\nrequires only a knowledge of the symbols. There are\\ntwo leading methods of teaching these; the word meth-\\nod and the process of teaching by this is the thing pre-\\nsented to the senses, the picture of the thing, the idea\\nfor which the symbol stands or the words as a symbol\\ninstead of the thing. The advantage is its logical\\nprocess and the objection is that a word primarily rep-\\nresents a combination of sounds rather than a thing.\\nThe sounds represent the thing.\\nThe second is the literal method. By this method\\nare taught the names of the letters, the sounds of\\nthe letters and the words, by practice in reading.", "height": "3519", "width": "2332", "jp2-path": "didactics00carp_0060.jp2"}, "61": {"fulltext": "DIDACTICS. 59\\nThe advantage is the rapid acquaintance with some\\nof the letters and formations of the syllables. The\\ndisadvantage arises from the same letter represent-\\ning dififerent sounds and different letters represent\\nthe same sound. The letters and their sounds must\\nbe learned. The word method cannot be wholly relied\\nupon. The best method is a combination of both\\nthe word method to teach the office, of the word to\\nthe eye, the literal method to- teach the relations of the\\nsymbols to the sounds. The theory of word method is\\nthat a word is a sort of conventional picture that has\\ngrown up from first being represented by hieroglyphics,\\nthen passing into a syllable and the syllable into a word.\\nThe second prominent end in teaching reading is the\\nability to read to others. It is surprising that while so\\nmany read, so few read well. The reason of this is that\\nso few teachers teach well. Their main trouble is that\\nthey do not know what end or aim they have in view or\\nwhat teaching reading consists in.\\nIn this method we have first the thing, then the pic-\\nture, then the word, and lastly the idea. Its advantage\\nis the logical process of getting at a child s mind. In\\nteaching a child its letters it is best to begin with I,\\nwhich is a single straight mark, and then proceed with\\nits combinations in M, N, V, U, H and W. Next in order\\ntake O and its combinations with I, as B, P, O, Q, etc.\\nThen combine the letters made with straight lines into\\nwords, as HIM, and then the combinations of I and O\\ninto words, as NOW.", "height": "3519", "width": "2332", "jp2-path": "didactics00carp_0061.jp2"}, "62": {"fulltext": "6o DIDACTICS.\\nReading may be divided into three species. First,\\nreading proper. Good reading should show that it is\\nreading and not recitation. The reason why there are\\nso few good readers is that a proper discrimination\\nbetween different ideas is not made. Repetition lessens\\neffect; consequently we must not read as we talk.\\nStress, pitch, accent, emphasis, inflection and rate must\\nhave their attention. By personating we take away the\\nidea of repetition. But this must not be carried sO as\\nto wholly mislead, for then it becomes painful. The aim\\nin reading is to communicate ideas. A marked manner\\nweakens the effect.\\nSecond, recitation. This is incomplete personation.\\nThe utterance should be an exact imitation of the sup-\\nposed original utterance. A work of art should shov/\\nwhat it is. The aim in recitation is to communicate feel-\\ning as well as thought. The imagination is appealed to\\nas well as the intellect.\\nThird, acting. This adds to recitation the exhibition\\nof passion. The tendency of passion is to exaggerate;\\nhence in acting all the accompaniments of utterances are\\ncarried beyond the natural limit. It demands gesture\\nfreely. The aim in acting is tO delineate passion. The\\nthought is always subordinated to the expression. These\\nthree species of reading should be kept distinct.\\nARITHMETIC.\\nHas a great advantage in the interest children take\\nin it. Our first knowledge is that of numbers. The", "height": "3519", "width": "2332", "jp2-path": "didactics00carp_0062.jp2"}, "63": {"fulltext": "DIDACTICS. 6l\\napprehension of knowledge is always a pleasure. Chil-\\ndren can count before they can talk.\\nThe main difficulties to be overcome are the acquisi-\\ntion of a clear conception of an abstraction. This diffi-\\nculty is met by the number and variety of concrete ex-\\namples.\\nAnother difficulty arises in the perception of the ab-\\nstract notion of relation (ratio). This difficulty is met\\nby clearly apprehending the unit. An excellent practice\\nfor advanced pupils is the reduction of units of different\\nscales to the scale of ten.\\nThe division between written and intellectual arith-\\nmetic is wholly arbitrary. All arithmetic being intellec-\\ntual, the process of analysis should always precede every\\narithmetical operation. The analyses afford an excellent\\nmental discipline for pupils somewhat advanced. The\\nteacher should be cautioned not to lay too much stress\\nupon analysis until the processes are perfectly familiar.\\nIn written arithmetic the operation (process) here is\\nof prime importance and the formal analysis is wholly\\nsubsidiary. We should aim to secure Thoroughness,\\nRapidity and Neatness in the work. Thoroughness is\\nbest secured by insisting on a reason for every operation.\\nRapidity is best gained by constant repetition and by\\nfixing the habit of rapid work.\\nNeatness is best secured by work on the blackboard.\\nIts publicity guards against carelessness.", "height": "3519", "width": "2332", "jp2-path": "didactics00carp_0063.jp2"}, "64": {"fulltext": "^2 DIDACTICS.\\nGEOGRAPHY.\\nIt is important as an early study, as it deals with fa-\\nmiliar ideas and employs mainly the memory.\\nDescriptive Geography. Description appeals to the\\nimagination through the eye. The map is the basis of\\ngeography. Map drawing is the basis of teaching\\ngeography. The map is an aggregate of topographical\\nsymbols representing the size, outlines and physical\\nfeatures of a country. All maps should be drawn to a\\ndefinite scale. Some measurements are thus necessary;\\nbut all the details should be put in by the eye.\\nThe first step is the explanation of the symbols. The\\ndif^culty lies in the purely arbitrary character of the\\nsymbols. Begin by drawing a map of the school room,\\nschool yard, etc., and gradually enlarge the map. For\\nthis, use only outlines. Then add symbols for physical\\nfeatures. Never allow a symbol to be used the meaning\\nof which is unknown. Outline wall maps are good, but\\nfor purposes of recitation an original map is better.\\nPhysical Geography. This is strictly philosophical\\ngeography. This seeks causes as the first seeks facts.\\nSocial or Political Geography. This leads to history.\\nThe aim here is information. These several divisions\\nshould be taken up in the order given.\\nGRAMMAR.\\nThe successful study of grammar requires consider-\\nable advancement on the part of the pupil. The sen-", "height": "3519", "width": "2332", "jp2-path": "didactics00carp_0064.jp2"}, "65": {"fulltext": "DIDACTICS. 63\\ntence is the unit. The English is an analytic languag-e.\\nLanguages in their earliest development have endings\\nto express the relation of words. As we go down this is\\nomitted. We cease to express metaphysical distinc-\\ntions by physical terms. English grammar being\\nanalytical, it is philosophy and should not be mem-\\norized. The judgment must be relied upon. Analysis\\nshould precede. The sentence as a whole should\\nbe conceived. Analysis means the resolution of a\\nwhole into its parts. The whole thus to be re-\\nsolved is the sentence. We must have a clear knowl-\\nedge of the whole as a whole before we can have a dis-\\ntinct knowledge of the parts as parts. Sentential an-\\nalysis is thus the basis of the study of English gram-\\nmar. The parts of speech are the parts of a sentence.\\nThe English is to a limited extent an inflected or syn-\\nthetic tongue. Sanscrit is the most perfect of all\\ntongues. It has nine cases, Latin six, Greek five, Eng-\\nlish three. Analytic tongues are mainly uninflected.\\nSynthetic tongues are much inflected and depend upon\\nmere mechanical expression. The English language is\\na matter of reason, not memory, the mere formal ele-\\nment being small. Synthesis joins parts to^ make up\\nwholes. The whole is the sentence; the parts, the parts\\nof speech. Distinct knowledge of the parts is essential\\nto a clear knowledge of the whole. Parsing (assigning\\nthe parts of speech) is the second part of grammar. The\\ndanger of parsing is the formation of a mechanical habit.\\nTo avoid this, parsing should be made dependent upon", "height": "3519", "width": "2332", "jp2-path": "didactics00carp_0065.jp2"}, "66": {"fulltext": "64 DIDACTICS.\\nanalysis. To parse a sentence we must first ^understand\\nit. To understand a sentence we must first be able to\\nanalyze it.\\nThe Text-book. To make grammar a mere discipline\\nof memory is largely a waste of time. Most text-books\\nare faulty in this respect. They treat wholly of forms\\nand rules. The best method will be mainly oral. Any\\ncommon text-book may be used after an oral introduc-\\ntion.", "height": "3519", "width": "2332", "jp2-path": "didactics00carp_0066.jp2"}, "67": {"fulltext": "", "height": "3519", "width": "2332", "jp2-path": "didactics00carp_0067.jp2"}, "68": {"fulltext": "LIBRARY OF CONGRESS\\nm\\n021 366 847 P A", "height": "3597", "width": "2394", "jp2-path": "didactics00carp_0068.jp2"}}