Excerpt from Pedagogics: Applied to Arithmetic
The underlying principle of education is the self activity of the pupil's mind. For the impressment of entirely new ideas the monologue is conceived to be the natural method of teaching; for the enlargement of the thought, the fixing of a concept, and the preparation of the mind for a new principle, the dialogue is believed to be far preferable. The aids are objects in the hands of both the teacher and the pupil; many and varied in the han'ds _of the small child and gradually decreasing in number and variety as the mind of the child becomes the Storehouse Of faultless concepts drawn from objective percepts. While coun seling against eccentricity, I would, in the interest of a live school and a progressive teacher. Commend the following from Tate: AS children love change and novelty, a good teacher will vary his subjects of instruction as well as his methods of instruction accordingly; his judgment must be exercised in selecting those methods which are most suited to the existing conditions of his school.
As the work in numbers progresses and when all that is fundamental, the Simple number and the fraction (with its varia tions, decimals and per have been thoroughly compre hended by the pupils, the hand of the teacher should rest more and more lightly upon the pupil; hence the pupils are encouraged to make original investigations, under direction of the teacher at first, into such subjects as Commission, Banking, and Taxes, and report for class consideration what they have learned. Harris says: All teachers must keep in view the standpoint of the pupil, use illustration, and supply necessary steps to make the connection clear to the pupil. The live teacher is careful to avoid being hampered by the limits of any one method, although he finds use for all on occasions.
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