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Not only so, but the question must connect somewhere with the learner's experience. This means a recognition also of individual differences. The question must also be couched in language that can be understood easily by the one questioned. To have to try to understand the language of the question as well as the question, results in divided attention and delayed responses.
The Schoolmaster is under-educated in regard to his work, and incapable of doing it neatly; the Professor is too often over-specialized and incapable of forming an intelligent, modest idea of his place in education; and the same consequence flows from the defect of either, an attempt to use an improperly large portion of the learner's time and energy.
Knowledge is felt to be unfeminine if it is knowledge which expresses the unfolding of the learner's own life, the acquisition of which proceeds on the learner's own cognitive interest, without prompting from the canons of propriety, and without reference back to a master whose comfort or good repute is to be enhanced by the employment or the exhibition of it.
With the center of gravity in the child, however, and with the proper method of study in the lead, the learner's real power of assimilation becomes the standard for his rate of advance. And, since assimilation is a very slow process, including much discrimination among ideas as well as their use, comparatively few topics can be undertaken.
This will almost never be the case where the first instruction is purely technical. Nothing, for instance, has deadened the interest of children in plant life so much as the study of botany. This is because the school methods have been wrong, the work being almost always approached from the wrong end. It is because the learner's mind is dammed up by difficult and to him empty technical terms.
So it is with one who gathers words, loving them. Particular words remain associated with important occasions in the learner's mind. I could thus write a history of my English vocabulary that should be at the same time an account of my comings and goings, my mistakes and my triumphs, during the years of my initiation. If I was eager and diligent, my teachers did not sleep.
A window at the angle of the room opened directly into an octagonal conservatory, enclosing the corner of the building. From the conservatory came voices in conversation Mrs. Swancourt's and the stranger's. She had expected him to talk brilliantly. To her surprise he was asking questions in quite a learner's manner, on subjects connected with the flowers and shrubs that she had known for years.
This method of procedure helps to emphasize minor bonds of association which the element possesses in the learner's experience but which he needs to have brought to his attention. It can only be used when the element is known to some degree. It is the method to use when elements are known in a hazy, incomplete, or indefinite way and need clearing up. Second, by varying the concomitant.
Hers was more simple than the present one, but probably even more effective. It consisted of a pair of sharp-pointed scissors which glistened ferociously under the learner's wrists, ready to give them a sharp reminder whenever they flagged and showed a disposition to droop. The piano was not as popular an instrument in those days as it has since become.
In the year 1858, the New-York Teacher was made the first medium of some thoughts in substance agreeing with those set forth in the earlier part of this paper, claiming the indispensableness to true education of a more true and liberal work on the part of the learner's intellectual faculties, and of a more true and logical consecution than has yet been attained, and one corresponding to the natural order of the intellectual operations, in the books and lessons through which the usual school studies are to be mastered.
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