Primary object lessons, for training the senses and developing the faculties of children ...

Front matter

CliaptL— . Copyright No.

1&98

UNITED STATES OF AMERICA.

Preface

TO THE FIRST EDITION.

"Instruction must begin with actual inspection, not with verbal descripdons of things. From such inspection it is that certain knowledge comes. What is actually seen remains faster in the memory than description or enumeration a hundred times as often repeated."

Thus wrote John Amos Comenius, an exiled teacher of Austria, about the middle of the seventeenth century. And to the introduction of his works Germany is largely indebted for the gieat progress in her schools which commenced during that century.

Said the great Swiss educator l*estalozzi at the close of the eighteenth century,

" Observation is the absolute basis of all knowledge. The first object, then, in education, must be to lead a child to observe with accuracy ; the second, to express with correctness the result of his observations."

On the philosophical piincij^les taught by those two great educators, and confii-med by the experiences of subsequent observers, is basea the system of mental development illustrated in the present work. In the application of these principles, however, there have been successive changes resulting in the various forms of the inductive methods of education now practiced in this country and in Europe. Not to those noble educators belongs all the credit of the present system of teaching from objects, the unknown from the known ; they developed principles only ; the systems have grown out of the study and application of those principles by succeeding educators.

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With an earnest desire to contribute something toward a general radical change in the system of primary education in this country — a change from the plan of exercising the memory chiefly to that of developing the observing powers — a change from an artificial to a nata<

IV PREFACE.

ral plan — one in accordance with the philosophy of mind and its lawn of development — the author commenced the following pages.

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In the preparation of a work upon a subject of such importance as yne claiming to be a guide in the early education of tlie young, he felt it his duty to avail himself of the best sources of information by which he cotdd add to his own the observation and experience of the most successful educators. He has accordingly exammed the various systems of infant education of Europe, and especially those by Wilderspin, Stow, and Currie, and that practiced by the "Home and Colonial School Society" of London, as presented by Elizabeth Mayo in her " Model Lessons" and " Manual of Elementary Instruction." ********

The work differs from others prepared for teachers in this important feature : it illustrates how the teacher should prcrceed at each successive step in developing the minds of children. In telling what ought to be done, it proceeds to show how to do it by illustrative exarnples.

In preparing this work, the aim of the author has not been to produce a faultless composition, but rather a book adapted to the wants of teachers in presenting a natural, simple, and philosophical system of primary education so clearly and minutely that no teacher can fail of gaining from it not only its principles, but a knowledge of how to aj»i)ly them under the varying circumstances in which he may be placed. With the hoi)e that he has not failed in this respect, this volume is earnestly commended to the kind consideration of teachers, parents, and all friends of educatiou. N. A. CaliuINS.

I\kw Yorky Juue^ 15C>i.

PREFACE

TO THE FIFTEENTH EDITION.

** Entirely rewritten, reillustrated, and enlarged," briefly descrihei the relation of this work to the foinier editions of my Primmy (Jlject Lessons. This is essentially a new work, although it treats chieflj ujjon the same subjects that were presented in the former editinus. While these lessons are nearly all new in form, they are intended tc maintain and illustrate more clearly the principles of true objective teaching, and the relation of this system of education to the common branches of school instruction.

The lessons of this work embody, in the sul)jects treated, the results of an experience of nearly eight years as a Superintendent of the Primary Schools in the city of New York ; also as Lecturer in the Satiu-- day Normal School on Principles and Methods of Teaching. Some idea of the nature and extent of this experience may be obtained tioni the fact that there are employed in these Primary Schools alone more than twelve hundred teachers, and that these teachers have under their instruction a hundred thousand children.

Three subjects which were included in fuimer editions — "Weight,"' "Place," and "Physical Training "—have been omitted in this work, and^ye new subjects have been added to it — " Home Training of the Senses;" "Exercises for Training in Habits of Thinking am! Speaking promptly, and a correct Use of Language;" "Time;" "How tc Teach the Sounds of Language ;"' and "Lessons on Qualities." Besides, "Form," "Color," "Number,"and "Reading" have been much extended by a variety of illustrative exercises, and the lessons on the various subjects introduced have been arranged in graded steps, with a view to adajjt the work to the wants of teachers under all circum, stances.

The difference between the lessons of this work and those of the former editions, in the subjects which are inchuled in both, consistE chiefly in the methods of giving them ; tlie principles of the system ov fl PREFACE TO THE FIFTEENTH EDITION.

which they are founded remain unchanged. A principle of teaching is a law based upon conditions of the minds of those to he taught. A method of teaching is simply the form or manner of presenting the subjects of instruction. A true principle remains the same always ; while there may be many methods of presenting a subject, each in conformity to the same principle.

Between a child from six to nine years of age, and a youth from twelve to fifteen, there is a greater difference in development than between the youth and the man. There should be a corresponding difference in the subjects and modes of instruction for these periods. During childhood, the attention must be largely occupied with the accumulation of facts through the exercise of the several senses. By means of a proper training of its various faculties, the child attains the power of systematic effort in learning, and thus the youth is enabled to acquire a suitable knowledge for commencing the duties of the man. Unless the child attains this power, the youth can not procure the necessary knowledge. How to properly educate the child, and prepare it for the studies of youth, that it may gain the knowledge requisite for the duties of manhood, is the most difficult problem in education.

Granting that such a knowledge of our language as will enable one to speak, read, and write it readily, and such an acquaintance with arithmetic as will prepare one to engage in the business affairs of life, are the indispensable subjects of school instruction for youth, yet the demands of education for the period of childhood can not be met by elementary instruction in these branches alone. Language itself can not be learned until the mind has been brought in contact, through its several senses, with the qualities and characteristics of things around us. It is only by attention to objects, animals, plants, occupations — in other words, by the observation of whatever may be the surroundings of itself, that the child's mind undergoes that developing process which gives it the power of subsequently acquiring any branch of knowledge.

Since the period of childhood is most profitably spent in attending to those things which will train the mind in power and in facility of mental acquisition, the necessity for that varied character of school instruction which is afforded by means of Object Lessons must be apparent to all educators, and the importance of this system of education

PREFACE TO THE FIFTEEXTH EDITION. Vll

be acknowledged by every teacher who will give the subject a careful and candid consideration.

It is Avell known that the majority of those who engage in school teaching commence its duties with little or no professional training. Their preparation for this work usually consists in learning the several branches which are generally taught in school, without attention to methods of instruction, or to exercises specially adapted to train the, mental powers of children ; consequently, these teachers enter upon their duties with but little knowledge of the philosophy or the prin- :;iples which should guide them in their work. In view of these facts, books giving practical suggestions relative to methods of elementary instruction in accordance with right principles of education become almost indispensable to those who engage in teaching. To meet this necessity in the department of primary education, and lead teachers to take proper steps toward success in their work, is the design of this book.

I have deemed it best to devote this work jjlmost entirely to methods of teaching, at the same time aiming, by means of the series of graded lessons in the subjects treated upon, to lead teachers to an understanding of the principles which underlie correct methods of instruction. In a portion of another work now in preparation — "A Manual of Object Teaching"— I shall endeavor to give enough of mental science, in its relations to education, to enable me to present more clearly the philosophy on which the principles of correct teaching are based.

With grateful remembrances of the kind manner in which rhe former editions of this work were received, and hoping that in its new form this may become still more useful in the cause of Primary Instruction, it is once more intrusted to the generous friends of ed ji ation.

■Nbw York, June, 18T0.

PREFACE

TO THE FORTIETH EDITION.

Ten years ago I rewrote the Primary Object Lessons, and commenced the manuscript for a Manual of Object Teaching. My duties as Superintendent in the Primary Schools of this city, and my weekly lectures at the Saturday Sessions of the Normal College combined, have delayed the completion of the Manual. But during this period experience has deepened and broadened my convictions that the principles and methods of true elementary instruction are represented most completely in Object Teaching ; that its importance in the education of children has not been overestimated ; and that there is abundant confirmation of its practical utility under all the varied conditions of school instruction.

While completing the manuscript for the Manual of Object Teaching, it appeared that additional facts and suggestions would add value to what had been previously given on several of the subjects embraced in the Primary Object Lessons ; that a few changes in some of the directions for teaching were desirable; also that references to the Manual for further information on the same or kindred subjects would increase the usefulness of this work. These considerations led me to make this revision, which will commemorate \i% fortieth edition.

There have now been added new suggestions relative to methods of teaching several of the subjects; also references to additional facts for teachers. A portion of the article on "Methods of Teaching Elementary Reading" has been rewritten, also most of the one on "Drawing." And now I present to the public this work, thus revised, with the hope that it may be still more worthy of such kind receptions as have been given to the former editions.

New Yoek, September, 1880.