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OF

METHODS OF TEACHING.

A PROFESSIONAL STUDY.

BY

JAMES H. HOOSE, A.M., Ph.D.,

PRINCIPAL OF THE STATE NORMAL AND TRAINING

SCHOOL, CORTLAND, N. Y., Author of "Studies in Articulation," "Notes on the Public School System of England and Scotland," "Vindication of the Free School System," "Practical Suggestions to Americans

Visiting Europe," etc., etc.

WITH AN INTRODUCTION

BY

CHARLES W. BENNETT, D.D.,

PROFESSOR OF HISTORY AND LOGIC IN SYRACUSE UNIVERSITY,

SYRACUSE, N. Y.:
C. W. BARDEEN, PUBLISHER.

1886.

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PROFESSIONAL MAXIMS AND DEFINITIONS.

“In whatever line of study distinction is sought the advantage of good teaching is great.”—I. TOD

HUNTER.

“A point which I have incidentally brought for ward deserves some consideration ; I mean the grad. ual decay in the educational value of a subject as it falls into feebler hands to administer.”-IBID.

“I am afraid it must be allowed that no art of equal importance to mankind, has been so little investigated scientifically as the art of teaching."SIR HENRY SUMNER MAINE.

A good principle not rightly understood may prove as hurtful as a bad.”—MILTON.

The Investigation of the Principles of Adjusting Subject matter to the Faculties and capabilities of the learning Mind—the Process of discovering Methods of Teaching-constitutes the conception of the Science of Teaching. (See 214.)

The Investigation of Ways of applying Methods of Teaching in practice-The Invention of Modes of Teaching—is the conception of the Art of Teaching. (See & 215.)

The Investigation of the Science and the Art of Teaching constitutes the Profession of Teaching. (See § 216.)

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