Exposition and illustration in teaching . at in the process of being badly taughtthe pupil has received permanent injury, as well assuffered loss of time and energy. It may be that ourpresent state of knowledge in any subject may beardefinite traces of the process by which that knowledgehas been acquired. In one of his Essays, Grant Allentells us that at every moment we are shutting out one-half of the possibilities of life, that every choice we makeis a dichotomy. The accompanying diagram may re-present Grant Allens view. Starting from A we mayreach K by Si series of four dichotomies. We may
Exposition and illustration in teaching . at in the process of being badly taughtthe pupil has received permanent injury, as well assuffered loss of time and energy. It may be that ourpresent state of knowledge in any subject may beardefinite traces of the process by which that knowledgehas been acquired. In one of his Essays, Grant Allentells us that at every moment we are shutting out one-half of the possibilities of life, that every choice we makeis a dichotomy. The accompanying diagram may re-present Grant Allens view. Starting from A we mayreach K by Si series of four dichotomies. We may ob-viously pass from A to i^ in various ways. We maytake the upper passage ABGHK, or the lower ACFEK;or we may take a zigzag course ABDHK or important point for us to consider is whether theresult when K is reached is the same in all cases, nor ORDER OF PRESENTATION 193 matter what the route has been. The conclusion seemsinevitable that the route does modify the result. Takethe German possess!ves ihr = her, and sein = his. To a. pupil who approaches this matter from the standpointof English there need never be any confusion betweenihr and sein; the gender of the substantive possessedonly affects the words to the extent of modifying thetermination. To an English-speaking pupil, however,who approaches the subject through French there isfrequently a long period of struggle with the confusionthat results from the fact that in French sa may meanMsj and son may mean her. Experience shows that inbook-learned German this confusion persists long aftera clear statement of the facts has been thoroughlyunderstood by the pupil. He has an intellectual per-ception of the facts of the case quite as clear as that ofhis fellow who has made the English approach, but hedoes not know them in quite the same way. 194 EXPOSITION AND ILLUSTRATION IN TEACHING The very adjective used above, ^book-learned/ initself either begs the question or proves that a factlearned from a book is not quite th
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