. North Carolina journal of education . e^ucation, GREENSBORO, N. C. (^^^^ ./Cc-c^^- ^ -• NORTH CAROUIMA Sournal of Ebucation, Vol. I. GREENSBORO, N. C, MARCH, 1898. Number 8. The telling, the cramming, the endless explaining, the rote-learning, which enfeeble and deadenthe native powers of the child. Knowing, in relation to the training of the mind,is the result of learning; and learning is the pro-cess by which the child teaches himself—he canonly teach himself—by personal experience. In the progress of knowledge, practice ever pre-cedes theory. We do before we inquire why we do. The value o
. North Carolina journal of education . e^ucation, GREENSBORO, N. C. (^^^^ ./Cc-c^^- ^ -• NORTH CAROUIMA Sournal of Ebucation, Vol. I. GREENSBORO, N. C, MARCH, 1898. Number 8. The telling, the cramming, the endless explaining, the rote-learning, which enfeeble and deadenthe native powers of the child. Knowing, in relation to the training of the mind,is the result of learning; and learning is the pro-cess by which the child teaches himself—he canonly teach himself—by personal experience. In the progress of knowledge, practice ever pre-cedes theory. We do before we inquire why we do. The value of a result in education mainly de-pends on the manner in which it has been gained. The teachers part in the process of instructionis that of a guide, director, or superintendent ofthe operations by which the pupil teaches himself Action! action! is Natures maxim of training;and things! things! are the objects of her lessons! Use legs and have legs, is one of her maxims,and she acts analogously in regard to mind andmoral The man has never lived who can understand anabstract general proposition while utterly ignorantof the facts on which it is ultimately based. Long elaborate explanations are entirely out ofplace in the class-room. The main business of the teacher is to get thepupil to teach himself The valuable ends of instruction and educationcan be gained only by doing a little well. Words are conventional signs, the objective rep-resentatives of ideas, and their value to the learnerdepends on his previous possessions of the ideasthey represent. The words without the ideas arenot knowledge to him. Joseph Payne; 180h-i876. First Peofsssoe op the Science and Art of Education IN THE College op Preceptges, London. Ai are the teachers, so are the schools. If the child is to teach himself he can do so onlyby exercising his mind on concrete objects oractions—on facts. These furnish him with cannot teach himself by abstractions, rules anddefinitions, packed
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