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About Hesperian student / (Lincoln [Neb.]) 1872-1885 | View Entire Issue (Dec. 1, 1879)
tu 228 EDIT0IUAI.8 VOL. VIII, THK .lUNIOK'S 0K1TI0. ,We have watched with some interest and considerable pride the improvement that lias attended the publication of our neighbor, the State Democrat. But while we congratulate the Democracy upon so able an exponent and champion, we are nevertheless compelled to refer to a few points that were somewhat indistinct in the mind of the reporter for the Junior Exhibition. We give to the Democrat the credit of, at least, endeavoring to erect a standard of criticism, that tends to re move the monotony of "pulling" every part of a programme that is presented to the public. Hut if we are not mistaken, the effect was too great for the caliber ol the Democratic sheet. As this is the first oppoitunity, however, that the Democrat has had to witness a public exhibition of the students of the University, perhaps the plea of inexperience may he urged -as an excuse for inaccuracies. But we must not ignore the criticism. Since "we do not know if there is an Elocutionary chair at the Nebraska Uni versity," we are able to reply that after searching the storeroom of the University we have found no chair of so late ii pat ent. But wc have found a few elementary grammars that we are certain the Univer sity would loan on good security. The advice .concerning scepticism was indeed profound, and in this age of in quiry, an inspiring motto. He, who upon forgetting a carefully prepared oration, could oxcell it, by speaking extempore, would,'it seems, meet the admiration of the critic But of all things considered wc at least hope that our critic will not again try to exhibit his marvelous erudition by stating that a certain authority is better than the one quoted, when no authority was quoted upon the question under consideration. This act is beneath the dignity of the true critic. With these few allusions wo hope our friend will be more faithful to its profes sion in the future. After an enlarged ex perience and continued improvement, the journal will doubtless attain a position where it can win and maintain theconti. dencc of its reader. MKTHODS OK 1NSTKUCTIOX, III opposition to the particular methods of teaching now practiced in the Univer sity, we would not have these few remarks especially directed. But in as much as great differences exist among profession al teachers as to the proper methods of imparling knowledge, wc wish to speak of the relative merits and demerits of two systems practiced by Educators generally. Evidently the greatest (acquisition of knowledge is made when the student is caused to feel and realize that what he has acquired in the mental field, is his own to use and enjoy. How tins acquisi. tion is to be most facilitated, and at the same time the knowledge be made las. ting, is the problem for solution. Some have endeavored to solve this problem by giving to the student a text-book to guide him, in the discussions ol the class-room, and in the explanations of such points as may be alluded to by the student and elu cidated by the nrofessoi. By such a method the student is supposed to gain his entire knowledge of the subject under consideration. Others, though peihaps able to compile a text-book themselves, give to the class such topics as can be mastered by reference to various books at the hands of students. By this means, the ground that the usual text-book cov ers is traversed, and the work comple ted. In the system first mentioned, the stu dent is left to attain nothing by his own diligence What is brought out in the lesson, is taken from the tutor as the real and true answer. Thus the opinion of the professor is made the opinion of the student. In short, with no discrimlua. tion to bo exorcised by the student, the acquisition of knowledge can neither be of critical utility, nor lasting v its eff- iliAiTWT!