Teaching method

the true stimulant of the human mind is a question and the object or event that does not raise any question will stir no thought questioning is not therefore merely one of the modes of teaching it is the whole of teaching it is the excitation of the self-activities to their work of discovering truth learning facts knowing the unknown nature always teaches thus but it is not necessary that every question shall be in the interrogative form the strongest and clearest affirmation may have all the effect of the sharpest interrogation if the mind be sufficiently aroused to so receive it an explanation may be so given as to raise new questions while it answers old ones thirty the explanation that settles everything and ends all questions ends also all thinking on that subject at least for the time and in that direction after a truth is clearly understood or a fact is established there still remains its consequences applications and uses to be inquired into and each fact and truth thoroughly studied leads us into the presence of other facts and truths which renew the questionings and demand fresh investigations the thoroughly alert and scientific mind is one that never ceases to ask questions and seek answers the scientific spirit is the spirit of tireless inquiry and investigation the nineteenth century which so far excels all its predecessors in the extent of its sciences and arts excels them also in the number and reach of its questionings it is above all others the century of great questions And as with the world, so with the child, his intellectual education fairly begins so soon as he commences earnestly to ask questions.

It is only when the questioning spirit has been fully awakened and the power and habit of raising questions have been largely developed that the teaching process may give way to the lecture plan and the student may be turned into the listener.

The truth asks its own questions so soon as the mind is sufficiently awake.

the falling apple had the question of universal gravitation in it for the mind of newton and the boiling tea-kettle propounded to james watt the problem of a steam engine rules for teachers like our other laws this one also suggests some practical rules for teaching one adapt lessons to the ages and tastes of the children young people will be interested in whatever appeals to the senses only the mature minds will enter heartily into the truths of reason and reflection two select lessons which relate to the present circumstances and wants of pupils the mind is already awake for these the story of lazarus will easily engage the attention of one who has just lost a friend or been to a funeral three consider carefully the subject and the lesson to be taught and find its points of interest for your own pupils four excite the pupil's interest in the lesson when it is given out by some question or by some statement which will awaken inquiry hint that something worth knowing is to be found out if the lesson is thoroughly studied and be sure to ask for the truth discovered five place yourself frequently in the position of a pupil among pupils and join in the search for some fact or truth or for the meaning of a text six repress the impatience which cannot wait for the pupil to explain himself and which takes the words out of his mouth he will resent it and tell his comrades if not you that he could have answered if you had given him time seven in all class exercises aim to excite constantly fresh interest and activity start questions for the pupils to investigate out of the class the lesson that does not end in fresh questionings ends wrong eight observe each pupil to see what his mind is neither so wandering nor weary as to forbid its activities being bent to the lesson in hand

1.

We must now pass again from the side of the teacher to the side of the learner.

it has been seen that the teacher's work consists essentially in arousing and guiding the self-activities of the pupil the pupil's work which now demands study is the use of those self-activities in getting his lesson the laws of teaching and learning may seem at first to be only different aspects of the same law but they are quite distinct the one applying to the work of the instructor the other to that of the instructed The law of the teaching process involves the means by which self-activities are to be awakened.

The law of the learning process determines the manner in which these activities shall be employed.