An edition of Elements of practical pedagogy
(1905)
Elements Of Practical Pedagogy
by Christian Brothers.
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Book Details
Table of Contents
CONTENTS
INTRODUCTION.
Nature and objects of Pedagogy xxi
Importance of Pedagogy. Divisions of this book xxii
PART I.— EDUCATION.
CHAPTER I.
GENERAL CONSIDERATIONS ON EDUCATION.
I. Necessity and Excellence i
Education is an indispensable and meritorious work. Means of education. Unity and complexity of education.
II. General Principles of Education 3
CHAPTER II.
PHYSICAL EDUCATION.
I. Physical Activity: its necessity 4
II. Hygienic Precautions 4
School hygiene. Precautions against contagious diseases.
CHAPTER III.
INTELLECTUAL EDUCATION.
I. Hygiene and Education of the Senses 6
Its object. Education of sight, hearing, taste, and touch.
II. Attention 8
Nature and importance of attention and reflection. Means of exciting and developing attention.
III. Memory 9
Qualities of a good memory. Exercise of the memory.
IV. Association of Ideas 11
Principles. Practical counsels.
V. Imagination: its discipline 13
VI. Judgment and Reasoning 14
Ideas, judgments; good sense, reasoning — inductive and deductive.
CHAPTER IV.
EDUCATION OF THE MORAL SENSIBILITY.
I. General Notions
Inclinations, feelings, passions. 16
II. Training of the Moral Inclinations 18
Personal, social, higher.
CHAPTER V.
TRAINING OF CONSCIENCE.
Importance and Necessity of Forming the Conscience. End to be Attained. Means to be Employed 22
CHAPTER VI.
EDUCATION OF THE WILL.
I. End to be Attained 24
The will should influence the whole man: physical activity, senses, imagination, attention, memory, inclinations, and character.
II. Means to be Employed 26
General rules. Particular applications.
CHAPTER VII.
RELIGIOUS EDUCATION.
I. End to be Attained 28
The development and strengthening of religious convictions and Christian virtues.
II. Means 29
Instruction, example, supernatural spirit.
PART II.— THE SCHOOL AND ITS ORGANIZATION.
CHAPTER I.
MATERIAL ORGANIZATION.
I. School Premises 31
Position of schools. Size of the class-room.
II. Furniture of the Class-rooms 32
Teaching apparatus, museum, desks, black-boards, library.
CHAPTER II.
SCHOOL ATTENDANCE.
I. Admission of Pupils 34
Age of admission. Arrangements for admission.
II. Opening of School 35
Entrance of pupils and of teachers.
III. Dismissal of Pupils 36
Method of dismissal. Superintendence after dismissal.
IV. Attendances and Absences 36
Special remarks. Means of preventing absences.
V. Holidays and Vacations 37
Annual vacations and counsels to be given to the pupils. Reopening of school.
CHAPTER III.
RULES RELATING TO GOOD EDUCATION AND GENERAL ORDER.
I. Duties of Pupils Toward Their Teachers 39
Respect and submission.
II. Duties of Pupils Toward Their Companions 40
Kindness, politeness, respect.
III. Silence and Deportment 41
Times and places where silence is obligatory. Deportment during lessons.
IV. Order and Cleanliness 42
Personal cleanliness, care of class requisites, books, and exercises. Cleanliness of class-rooms and school.
V. Employments to be Entrusted to Pupils 44
Ringing the bell, superintendence, sweeping; door-keeping.
PART III.— ORGANIZATION OF TEACHING.
CHAPTER I.
GENERAL CONSIDERATIONS ON TEACHING.
I. End of Teaching 48
Teaching and instruction, their relative importance.
II. Characteristics of Good Teaching 50 (1) Rational; (2) adapted to the intelligence of the children; (3) living and active; (4) slowly progressive, repeated, applied to exercises, and checked by questioning; (5) constant in methods; (6) practical; (7) moral and Christian.
CHAPTER II.
DIVISIONS AND PROGRAMMES.
I. Classes and Grades 54
Number of classes in a school. Grades: primary, lower and higher grammar grades, and high school. Manner in which these grades are organized in schools of from two to six classes.
The preparatory class.
II. Programmes 57
Particulars of the programme for primary schools.
The adaptation of a programme for two grades in the same class.
CHAPTER III.
TIME-TABLES.
I. General Principles for the Making of School Time-tables. Specimen Time-tables 58
CHAPTER IV.
OFFICIAL REGISTERS AND PUPILS' EXERCISE BOOKS.
I. Official Registers 61
Register of entrance. Report-book, roll-book.
II. Books for the Use of the Teacher 62 The register of competitions, class memorandum, book for notes of preparation of lessons, memorial.
III. The Pupils' Exercise-books 64
The number of copybooks. The general copy- book.
CHAPTER V.
MODES AND METHODS OF TEACHING.
I. Modes of Teaching 65
The individual, the simultaneous, the mutual, and the mutual simultaneous.
II. Methods of Teaching 66
The dogmatic method, the inventive method, the heuristic process.
III. Analysis and Synthesis 70
Experimental and rational; choice of analysis or synthesis; their union in a lesson.
CHAPTER VI.
GENERAL PROCESSES OF TEACHING.
I. Explanatory Processes 73
Intuitive and experimental processes. Use of the black-board.
II. Written and Oral Processes 74
Written exercises. Correction of exercises. Questions. Recapitulations. Monthly examinations.
Oral examinations at the end of the scholastic year.
CHAPTER VII.
THE ORAL LESSON.
I. Preparation of the Lesson 81
(1) General and remote: studies and training of the teacher. Pedagogical conferences. (2) Immediate and special its necessity. Preparation of the subject-matter. Pedagogical preparation. Preparation of illustrations.
II. The Lesson Proper 84
General directions: (1) to have method; (2) to question the pupils as much as possible and accustom them to answering; (3) to express oneself with ease and correctness; remarks on lessons in different divisions. Introduction and conclusion of lessons. Definitions and principles.
III. Exercises and Study 88
Their necessity. Study from the text-books.
CHAPTER VIII.
EXERCISES OF MEMORY.
I. General Considerations 89
Nature of memory exercises. Their importance.
II. Textual Studies 91
Explanation of lessons to be studied literally. Method of studying literally. Literal study in the primary classes. Interrogations and recitations.
III. Study of Selected Extracts 93
PART IV.— THE TEACHING OF THE DIFFERENT BRANCHES OF THE PROGRAMME.
CHAPTER I.
RELIGIOUS INSTRUCTION.
I. Faculties and Principles 94
II. Division of the Programme 96
Preparatory, primary, lower and higher grammar grades.
III. The General Method of Conducting a Lesson in Christian Doctrine 97
Explanation of the text by sub-questions and short developments. Examples, counsels, final recapitulation and exhortation.
IV. Remarks Concerning the Different Divisions 101
Catechism for young children. Catechism for the first communion. Catechism after the first communion.
V. Advice to the Teacher of Catechism 104
Preparation of the catechism. Faults to be avoided.
VI. The Obligation and Way of Making Children Love Religion Through the Catechism 106
VII. Prayers 108
Explanation and study of prayers.
VIII. Sacred History and the Gospel 109
The lesson in sacred history to young children and to pupils of the lower grammar grades. Explanation and study of the gospel.
IX. Specimen Developments 110
CHAPTER II.
READING.
I. Faculties and Principles 121
II. Methods of Teaching Reading 121
Analytic and synthetic methods.
III. The Reading Lesson in the Preparatory Classes 125
Means of maintaining the attention of the pupils. Exercises in writing and dictation taught simultaneously with reading. Manner of conducting an elementary reading lesson. The reading tablets and primers.
IV. Reading in the Primary and Lower Grammar
Classes 131
Mechanical reading. Explanation of the lesson. Specimen explanation.
V. Reading in the Higher Grammar Grades 136
Mechanical and expressive reading. Explanation of the lesson.
CHAPTER III.
WRITING.
I. Faculties and Principles 140
II. Directions for Teaching Writing 140
The end to be attained. The two means: the writing lesson, and constancy in exacting that all exercises done by pupils should be carefully written. Method and processes of teaching: models, traced copybooks, head-line copybooks. General remarks on writing in primary classes. Use of slates. Figures.
III. General Principles of Writing 144
The position of the body, the hand, and the copybook; way of holding the pen; regularity in the height and slope of the writing.
IV. The Writing Lesson 146
Explanation of principles by the teacher. Principles. Specimen lesson. Application of these principles by the pupils. Correction of writing. Qualities of good penmanship. Defects in penmanship, and their causes. Methods of correcting writing.
V. Book-keeping 152
Importance. Programme and method.
Shorthand 153
Utility for pupils and teachers. Remarks on teaching. Method of conducting lessons.
Typewriting 156
CHAPTER IV.
LANGUAGE.
I. Faculties and Principles 156
II. Exercises in Language and Vocabulary 157
Their object. The chief means.
III. Grammar and Grammatical Exercises 160 Grammar lesson: two processes. Analysis in primary, lower and higher grammar grades. Specimen lessons. Exercises on conjugations.
IV. Orthography 170
Processes of teaching orthography in primary, lower and higher grammar grades. Dictation: how to give it and how to correct it. Specimen lessons.
V. Compositions 177
The methods of giving composition in primary, lower and higher grammar grades. Specimen plans. Correction of composition.
VI. Study of Selected Texts 185
Choice of selections for study. Preparatory, primary, lower and higher grammar grades. Specimen explanations.
CHAPTER V.
OBJECT LESSONS AND ELEMENTARY SCIENCE.
I. Faculties and Principles 191
II. General Suggestions on Object Lessons 191
Their character; an introduction to experimental science by means of familiar conversations. Subjects to be treated. Processes, preparation, educational results.
III. Method of Conducting the Lesson 193
General outlines. Specimen object lesson for the primary grades; elementary science lessons for the lower and higher grammar grades.
IV. Remarks on the Adaptation of Object Lessons 196
Adaptation of the same subject to the primary, lower and higher grammar grades. Adaptation of object lessons to local wants.
CHAPTER VI.
HISTORY.
I. Faculties and Principles 199
II. Programme 199
Primary, lower and higher grammar grades. Local history.
III. The History Lesson 201
Method of conducting the lesson. Adaptation of the general method to the primary grades; to the lower and higher grammar grades. Local history.
Use of a text-book. Use of maps. Recapitulations and revisions. Ethical value of history.
IV. Plans for Notes 204
V. Teaching of Civil Government (Civics) 207
Its utility and the manner of teaching it.
CHAPTER VII.
GEOGRAPHY.
I. Faculties and Principles 208
II. Suggestions Concerning the Method of Teaching Geography 209
The lesson, geographical apparatus. Map-drawing. Details and nomenclatures.
III. Geography in the Different Divisions 211
Geographical terms; district and county geography. Middle division; programme; remarks on the orographical study of a country, and on the study of river systems. Geography for the higher grades. Geography and history combined.
IV. Plans of Lessons 214
CHAPTER VIII.
ARITHMETIC.
I. Faculties and Principles 217
II. Oral and Written Calculations 218 Addition. Subtraction. Multiplication and division.
III. Mental Arithmetic 221
Nature and importance. Mental calculations in primary, lower and higher grammar grades. Remarks.
IV. Arithmetic Lesson 223
Preparatory class: notation and numeration. Primary grades: notation, numeration, and explana- tions on the four rules. Tables. Lower and higher grammar grades: method of conducting the lesson.
V. Problems 230
Typical problems. Advice to be given to the pupils for the solution of problems.
VI. Specimen Solutions. 232
CHAPTER IX.
ELEMENTARY GEOMETRY AND MENSURATION.
Instruction in Preparatory and Primary Grades 236
Examples of Instruction in Lower and Higher Grammar Grades 237
CHAPTER X.
DRAWING.
I. Faculties and Principles 241
II. General Observations 242
Aim of drawing in the primary school. Characteristics of a good method.
III. Models for Drawing 243
Diagrams on the black-board. Wall charts. Book of designs. Objects from nature.
IV. Methods of Teaching 245
Figure on the black-board drawn and explained. Models explained briefly at the beginning of the lesson. Model from the pupils' book of designs explained before being reproduced.
V. Drawing in the Different Grades 246
Programme. Primary, lower and higher grammar grades. The annual exhibit of drawings in the school.
VI. Kindergarten 251
Gifts, object lessons, drawing on dotted paper. Association of lessons.
VII. Manual Work 254
Manual work, auxiliary and complementary to drawing. Hints for manual work in the different classes.
CHAPTER XI.
AGRICULTURE.
Aim and Character of Agricultural Teaching in the Primary School 255
The Agricultural Museum 256
The Lesson in Agriculture 256
Agriculture in the Primary, Lower and Higher Grammar Grades 258
CHAPTER XII.
SINGING.
I. Faculties and Principles 259
II. General Remarks on the Teaching of Singing. 260
Its educational use. Religious chant: liturgical chant and hymns. Profane music.
III. The Singing Lesson 262
Remarks relative to good execution. The lesson in preparatory and elementary divisions; in higher grades. Hints for the singing lesson. Musical dictation.
CHAPTER XIII.
PHYSICAL DRILL.
I. Faculties and Principles 267
II. General Considerations 268
Function and utility of gymnastics. Practical remarks on lessons in gymnastics.
III. Teaching of Drill 269
Preparatory and elementary classes. Higher grades. The lesson.
PART V.— DISCIPLINE.
CHAPTER I.
AUTHORITY OF THE TEACHER.
I. Nature and Foundation of the Teacher's Authority 272
A truly educational authority is a moral authority.
It has for foundation: the esteem, respect, and affection of the pupils for the teachers; the art of commanding; and the cooperation of the parents.
II. Precautions Against the Weakening of Authority 276
To remove all that might lessen the respect due to the teacher; to remove what might lead to disorder; and to make use of signals.
CHAPTER II.
EMULATION.
I. General Considerations on Emulation. 279
Nature and object; necessity and aim.
II. Means of Exciting Emulation 281
(1) Encouragement; (2) taking places in class; (3) formation of rival camps; (4) privileges or good marks; (5) the weekly and monthly certificates of merit; (6) honorary distinctions, right of requesting pardon, medal of honor, inscription on roll of honor; (7) rewards and prizes.
CHAPTER III.
SUPERVISION.
I. General Considerations 289
Nature and necessity of supervision. Qualities of effective supervision.
II. Exercise of Supervision 291
Supervision in class; and out of class.
CHAPTER IV.
REPRESSION.
I. General Considerations 293
Nature and modes of repression. Opportuneness of correction.
II. Means of Repression 294
Ordinary punishments, admonitions; reprimands; threats; taking away good notes, giving bad notes; standing in a place apart; tasks; apology. Intimation given to the parents, temporary dismissal, expulsion.
III. Conditions of Correction 297
Conditions on the part of the teacher; on the part of the pupil.
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| May 20, 2020 | Edited by CoverBot | Added new cover |
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| July 4, 2016 | Edited by ww2archive | added edition |
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