PART I. Teaching Elements of the Teaching Process. taught, nor yet the hearing of the recitation of a lesson which was to be learned; but, that it is a twofold process, involving the work of a teacher teaching CHAPTER 3. and of a learner learning; that it is, in fact, the teacher's causing a learner to learn and to know, that which was before known to the teacher and unknown to the learner. We have seen, moreover, that it is essential to the teaching-process, that the teacher should know the person to be taught, the lesson he would teach, and the way in which that lesson can be taught by that teacher to that learner; and that the essential elements of the teaching-process-which is also the learning-process-include one thing on the learner's part, one thing on the teacher's part, and one thing by teacher and learner in common: attention, on the part of the learner; a making clear, by the teacher, of that which he would teach; co-work by learner and teacher in the making the learner's that which the teacher has presented or pointed out. This being shown, the next point to consider is, the method of the teaching-process; or, how to do that which must be done in order to the beginning, to the progress, and to the completion, of this process of teaching and learning. Philosophy of the teaching-process. THE TEACHING PROCESS. 4. ITS METHODS. PRELIMINARY STATEMENT. PART I. The Teacher's Teaching Work. CHAPTER 4. Methods of the Process. IT is one thing to show what ought to be done. It is quite another thing to show how to do that which needs doing. And it is commonly a great deal easier to show the former than to show the latter, in any department of mental or moral activity. Teaching Thus, it is easier to convince an intending teacher, that he has special needs in one line or another, than it is to make plain to him just how those needs can be supplied. Yet a knowledge of the science of the teaching-process must be supplemented by a knowledge of the art of the teaching-process, in order to make it of practical value to the would-be wise worker in this line of endeavor. and the How It being admitted that the teaching-process is twofold; that it requires a teacher and a learner; that The What there is something for the learner to do on his part, something for the teacher to do on his part, and something for teacher and learner to do conjointly; PART I. Teacher's CHAPTER 4. The threefold method. that the learner must give his attention; that the teacher must make clear what he would impart to the learner; that teacher and learner must co-work in securing to the learner the truths which the teacher has to give him,-then comes up, with new force and freshness, the practical question, How can the teacher secure not only his own part, but his scholar's part, in the process of teaching? Unless a teacher can be helped in the how to do it, he will receive little gain from being reminded of what he ought to do. And a study of the method of the teaching-process must include the method of preparing for that process, the method of proceeding in that process, and the method of testing the results of that process. To this study we will now devote ourselves. And first we will consider how to study one's scholars for their teaching. Knowing Human Nature. 105 METHODS: IN PREPARATION. I. HOW TO STUDY YOUR SCHOLARS FOR THEIR Difficulty of Showing how to Know Human Nature; The Science and PART I. CHAPTER 4. WHILE it is obvious that a knowledge of one's scholars individually is of the very first importance, as preliminary to any intelligent attempt at the wise teaching of those individual scholars, it must also be admitted that no phase of preparation for the teaching-process is so difficult of explanation as the method of studying one's scholars individually. It may even be said that no attainment of knowledge is more difficult to a person who is unfitted for its pursuit by task. his natural qualities and traits; that none, indeed, is more hopeless to one thus unqualified,—than an understanding of the peculiar and distinctive characteristics of the several individuals of a common group. The "knowledge of human nature" which is involved A difficult PART I. Teacher's CHAPTER 4. science, but in such an attainment, is by no means a universal possession of mankind; nor is the sure and simple method of obtaining that knowledge, to be pointed out to all with ease. Many a man can master all the difficulties of the subject-matter of his teaching, while he is yet utterly incompetent to gain any fair knowledge of those whom he would be glad to teach, and who sadly need teaching at the very point of his knowledge. Many a man of great learning proves a signal failure in his efforts at teaching, because of his failure to so know his scholars as to adapt his teachings to their particular requirements. Even though he masters all the philosophy of the teaching-process, he may yet be unable to put into practice the very principles which Knowing the he recognizes as the basis of all correct action in the premises. At the opening session of an annual meeting of the American Philological Association, the distinguished president began his annual address by a modest disclaimer of any fitness for popular speech on his part; reminding his hearers that the members of that association claimed an acquaintance with the science of language, but not with its art. A knowledge of the science of the teaching-process is very well to begin with, in the teachers' institute, or in the normal class; but when it comes down to the lessonhour in Sunday-school work, a teacher must be familiar with the art of teaching, or he will fail of 1 being a teacher. not the art. |