PREFACE. IN the present work I have surveyed the Teaching Art, as far as possible, from a scientific point of view; which means, among other things, that the maxims of ordinary experience are tested and amended by bringing them under the best ascertained laws of the mind. I have devoted one long chapter to an account of the Intellect and the Emotions in their bearings on education. The remainder of the work is occupied with the several topics more specially connected with the subject. There are certain terms and phrases that play a leading part in the various discussions; and to each of these I have endeavoured at the outset to assign a precise meaning. They are-Memory, Judgment, Imagination, proceeding from the Known to the Unknown, Analysis and Synthesis, Object Lesson, Information and Training, doing One Thing Well. A separate consideration is also bestowed on Education Values, or an enquiry into the worth of the various subjects included in the usual routine of instruction; the largest amount of space being given to Science. Under the designation-Sequence of Subjects (Psy chological and Logical), a number of important matters are brought forward, it is thought, in an advantageous way. In the first place, we are interested to know what is the order of the unfolding of the faculties, and what influence that order should have in the arrangement of studies. Such is the psychological question. In the next place, there is a sequence growing out of the dependence of the subjects themselves; which in most cases is plain enough, but occasionally becomes perplexed by disguises. This I call the logical or analytical problem of education. These preparatory matters being disposed of, the main topic-the Methods of Teaching—is entered upon. After adverting to what concerns the first elements of Reading, I proceed to the delicate question of the commencement of Knowledge teaching. It is here that we are introduced to the Object Lesson, which, more than anything else, demands a careful handling; there being great apparent danger lest an admirable device should settle down into a plausible but vicious formality. The latter part of this chapter treats of the methods applicable to Geography, History, and the Sciences. The Mother Tongue has a place appropriated to itself. Everything that relates to it as an acquirement -Vocabulary, Grammar, the Higher Composition, and Literature is minutely canvassed. A chapter is assigned to an estimate of the value of Latin and Greek at the present day. The provisional arrangement whereby the higher knowledge was for centuries made to flow through two dead languages should now be considered as drawing to a close. The question then arises whether any new sphere of utility has been discovered for these languages, sufficient to reward the labour of their acquisition when their original purpose has ceased. On the assumption that the present system must sooner or later be changed, I suggest what I consider to be, in relation to the higher studies, the curriculum of the future. On the wide subject of Moral Education, the plan adopted is to bring into prominence the points where the teaching appears most ready to go astray. As respects Religion, I have principally confined myself to the connection between it and moral instruction. A short chapter on Art teaching endeavours to clear away some prevailing misconceptions, especially in the relationship of Art and Morality. The general strain of the work is a war, not so much against error, as against confusion. The methods of education have already made much progress; and it were vain to look forward to some single discovery that could change our whole system. Yet I believe that improvements remain to be effected. I take every opportunity of urging, that the division of labour, in the shape of disjoining incongruous exercises, is a chief requisite in any attempt to remodel the teaching art. ABERDEEN: November 18, 1878, |