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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!
