A great many people bewail tlie current practice
of training teachers in methods of teaching rather
than equipping them with factual knowledge. The
author of this article analyzes the subject with a
view toward turning the tide.
The Trend in TeacW*
By JEAN H. HENRY
TEACHING is the result of learning; the natural
result of one's apprehension of truth is the desire to
impart that truth. Hence, the teacher is akin to the
evangelist, to the poet, to the prophet. It is this desire to
communicate a vision which produces the magical effect
of inspiration — which enables the teacher to inspire
morally the learner. Thus, teaching is a divine creative
process, by this means and only so can teachers cause
students to experience the epiphanies which we call education.
The foundation of learning is fact. One who does not
possess factual knowledge on a certain subject cannot be
expected to transmit that factual knowledge. And, if one
is to possess facts, he must employ that singular human
faculty — the memory.
If fact is the raw materia! of learning, the apprehension of truth is the refinement of it. Only by exposure to
facts and ideas does learning occur. Reason scrutinizes
and classifies; memory retains; insight, accoutered with
learning, discerns truth.
Thus, teaching consists of two functions, one mimetic,
the other formative; one measurable, the other immeasurable and not immediately apparent. The first function of
teaching is the transmission of information. This process
is objective and does not in itself inspire students. "Dry"
is the term most often applied to it. Its purpose is the
presentation of information in a manner in which it may
be easilv assimilated and retained. By this process, willing
students may acquire facts; they may be brought to see
relationships between those facts if presentation is logical,
well ordered, and well expressed. The second function of
teaching is the inspiration of students so that they may rise
above the material considerations of existence and experience the transcendent truths of human life.
Although these two aspects of teaching, the '"Lyr ™ts
tive function and inspirational function, bear lift'e,k ..c vc
blance to each other in regard to the way in w'1'c>j , -
affect students, they have much in common in 1\T ' n
respect. Both informative and inspirational K*l.. ?
require that the teacher be a possessor and a fflg ',")r
learning. If the teacher's primary concern is "0j 0P'
knowledge, he will neither be able to transmit it, " J
he be able to inspire in his students the desire tort is
FORCES INFLUENCING EDUCATION :ati0n 0
During the past few decades a number of h"'c i «Ssar\-
been exerting their influences upon the theory '"''^anv .
tice of education. Although these forces arc ' urfOnside'.
trace, it is possible to see the effects of at least Location
them in our public education at the present time- .Aolom.
is that of pragmatism, a philosophy the diffused jpursos
which are reflected in the tendency of educators 'jjetween
ocationalism. This *f ^t the n
education for life,' '"Jtformat
: by d
tite curriculum in terms of
recognizable in the phrase
the primary practical business of life is seen to be~lE
a living, is an outgrowth of the displacement c»%le.>
free compulsory public education of education ^ fi^
gentleman by education for the common man. fellers
The second force which has influenced publi' f tlieorc
tion is psychology, which, in a watered-down 1" ^achers
become the science of education. This "spoils on, a ,-,
brand of psychology has provided educators, pare >On ()f
students with an authoritative argument against prjtii.siti.
rizing and mastering facts which they deem usi'lc Sarri cai
the vocational standpoint. f? ahili
The third force which has influenced mode'1'1 •
tion is the increased emphasis upon character <( A<-'is Fi
Fai is Forum News, l'ebni"^t