we ascend step by step from the simple to the complex - from the particular to the general formula; the method of analysis is the method of DEDUCTION, whereby we descend from the abstract principle to the various particular forms which it comprehends. As both methods are employed in the discovery of truth, so both methods may be used in the exposition of truth. The experimentalist may show the composition of water synthetically by holding a tumbler over the flame of a candle (or a flame of hydrogen gas), at the same time calling attention to the moisture that is formed on the interior surface of the glass; or, more exactly, by detonating, by means of the electric spark, the proper mixture of hydrogen and oxygen; in these experiments water is formed by the combination of its elements: he may also show the composition of water analytically by means of the galvanic battery; in this case the poles of the battery analyse or decompose the water, that is, reduce it to its simple elements, the hydrogen being attracted by the one pole, and the oxygen by the other. We teach arithmetic deductively, or analytically, when we lay down a general rule and require our pupils to work out the particular example by that rule, for in this case we proceed from the general formula to the particular example from the abstract principle to its special application. On the contrary, we teach arithmetic inductively, or synthetically, when we proceed at once to work out, step by step, the particular example from certain simple, known elementary principles, without taking any abstract rule for granted: in this case the pupils are led to prove the rule for themselves. The method of synthesis is CONSTRUCTIVE; by this method the skilful teacher builds up thought upon thought-truth upon truth-until his pupils have, almost insensibly, acquired a vast accumulation of knowledge. I have called the method of synthesis a CONSTRUCTIVE METHOD, because it is analogous to the way in which mechanical contrivances are completed: thus, the ingenious builder lays. stone upon stone, beam upon beam, until he has reared a vast and beautiful structure, exciting, it may be, the wonder and admiration of the world in this way, too, surprising results may be attained in education. Synthesis may be called a SUGGESTIVE METHOD of instruction; because it is progressive, proceeding, step by step, from the known to the unknown, from the simple to the complex. By far the larger number of the great physical laws of nature were discovered by induction, and even many of our leading mathematical theorems and principles were established by the same process. Now if it be true (and we have reason to believe that it is true), that the method of exposition should correspond to the method of discovery, it follows that the method of induction or synthesis, is, for the most part, the more eligible for primary instruction. At the same time, it must be observed, that there are certain subjects of knowledge which may be efficiently taught by the method of analysis. But this subject will hereafter receive a more adequate consideration. The methods of synthesis and analysis may be either DEMONSTRATIVE or DOGMATIC. When the teacher uses the former method of communicating knowledge, he addresses the observing and reasoning faculties of his pupils, who believe in what is communicated to them because they see it to be true, or because they can prove it to be true. On the contrary, when he uses the latter method, he appeals to the memory and faith of his pupils, who, in this case, believe in what is communicated to them simply on the testimony of their teacher they believe because their teacher says so. Demonstrative teaching embraces all those plans and artifices whereby a knowledge of principles may be more or less completely communicated to the pupils: on the other hand, dogmatic teaching gives rules and formula in the place of principles and investigations. Besides these general methods of teaching, there are certain modes or artifices which have regard to the peculiar form or way in which the knowledge is communicated. The INTERROGATIVE METHOD teaches by question and answer; it may be used simply for reproducing the knowledge which has been already communicated to the pupil, or it may be used in connection with the principle of suggestion; and then it assumes the form of an important instrument of intellectual culture, which may be called the SUGGESTIVE METHOD OF IN TERROGATION. The ELLIPTICAL form of instruction requires the pupils to fill up certain blanks or ellipses, which the teacher intentionally leaves in his discourse. This form of instruction is only a slight modification of the suggestive method already mentioned. In both methods the teacher and his pupils carry on a sort of tête à tête lecture. In the SIMULTANEOUS form of instruction, the pupils are supposed to give simultaneous responses to the teacher's questions or suggestions. This simple artifice has been sometimes confounded with the collective system of instruction, with which it is necessarily associated. The ILLUSTRATIVE METHOD consists in conveying a knowledge of abstruse things, or even ordinary things, by means of illustrations addressed to the senses or to the imagination of the learner. The LECTURING METHOD consists in giving the lesson in the form of a continuous lecture, all questions on the subject of the lesson being deferred until it is finished. A combination of any of these methods may be called a MIXED METHOD of instruction. The method generally employed by good elementary teachers, as shall be hereafter shown, is generally a combination of the demonstrative and the synthetic, while that which is usually adopted by sluggish and careless masters is a combination of the dogmatic and the analytic. There are two leading systems of teaching at present in use which have regard to number or organisation; the one may be called the COLLECTIVE SYSTEM of teaching, which consists in the teaching of a considerable number at one time; the other the INDIVIDUAL SYSTEM of teaching, which consists in the teaching of one pupil at a time. The PUPIL TEACHER system, which has been recently introduced into this country, may be regarded as forming an essential part of the collective system of teaching as it is at present practised in our elementary schools. The pupil teachers are supposed to follow the same plan of teaching as their master, and under his supervision. The MONITORIAL SYSTEM of Lancaster and Bell contains the essential features of the system of pupil teachers; but with this important difference, that whilst the MONITOR is merely a boy selected by the master from the pupils in his school, the PUPIL TEACHER is a paid official recognised by her Majesty's Inspectors, and who is time after time examined by them, and receives regular instruction from the master in all the duties of school keeping, with the view of fitting him for the discharge of his immediate duties, and also with the view of preparing him for the profession of schoolmaster. The SYSTEM OF HOME INSTRUCTION consists in assigning to the pupils certain lessons or exercises to be studied or completed at home. This system may be combined with either of the two leading systems just described. The TRIPARTITE SYSTEM, first proposed by Professor Moseley, has received its name from the architectural arrangements of the school. In this system the schoolroom is divided into three apartments, in one of which the master is supposed to teach all the classes in rotation. The leading object of this plan is to bring all the children in the school under the direct instruction of the master, and to counteract undue noise. A combination of any of these systems may be called a MIXED SYSTEM of instruction. The word METHOD signifies a way of transit, or the way of passing from one thing to another. According to the philosophical acceptation of the term it comprehends the idea of unity, associated with progression, or a succession of uniform sequences. To arrive at this idea, we must exercise the faculties of abstraction, by which we view many things as one; by which we contemplate not facts only, but likewise the relations of facts by which we recognise the law which connects these relations. : The comparative advantages and defects of the dif ferent methods and systems of teaching will be hereafter more fully considered. CHAP. II. IMPORTANCE OF METHOD.-HISTORY OF METHOD.-PRESENT CON- PHILOSOPHY Importance of Method. THERE is method in Education. It is a dangerous error to suppose that any man may teach if he has only the requisite amount of attainments. Can it be possible that the art of training and developing the various faculties, emotions, and principles of an immortal and accountable soul is the only art which we have by intuition? Is the destiny of the noblest creation of God, the immaterial, the thinking, the undying principle, fashioned after His own image, to be intrusted to the care of him who has never studied the vast and complex relations of the task which he undertakes, and who, in the impious pride of self-sufficiency, despises the accumulated experience of those who have spent their lives in the work of teaching, and have borne unmistakeable testimony to the difficulties which have beset them at every step in the discharge of their sacred duties? There is method in Art: the builder and the machinist, the manufacturer, the sculptor, the painter, all complete their constructions and fabrications on the principles and methods which embody the results of vast experience, and which have been their constant study for the whole period of their lives. There is |