The Oglala light. [volume], March 01, 1919, Image 9

About The Oglala light. [volume] ([Pine Ridge, S.D.]) 190?-19??

Image provided by: South Dakota State Historical Society – State Archives

                
beans, beets, cabbage, carrots, cauliflower, celery, chard, cherries,
corn, cucumbers, egg-plant, greens, kohl-rabi, lima beans, noodles,
onions, parsnips, parsley, peas, peppers, plums, potatoes, pumpkin,
rhubarb, salsify, soup mixtures, spinach, squash, sweet potatoes,
tomatoes, turnips, and peaches.
Elementary Methods in General
By MRS. GERTRUDE VOGEL
TJT HAS been assumed as an axiom of teaching that instruction
must be adapted to the capability of the learner. This adapta
tion relates to the knowledge taught and also to method of
teaching it.
Since there are many phases in the capability of growing
minds it thus follows that there should be corresponding
changes in the kinds of knowledge taught.
The intelligent adaptation of instruction in matter and me
thod, to the ability of the pupils, makes teaching a real art.
An elementary course of instruction contains (i) primary ideas
and facts, acquired largely by observation (2) higher knowledge ac
quired by thought and (3) recorded or spoken knowledge acquired
from its expression in language. These methods are known as the
Objective method, the Indirect or Socratic method, and the Direct
or Telling method.
The objective method presents to the mind the primary ideas of
form, color, sound, relations, etc. Primary ideas cannot be taught
by words unless those words have been taught by objects. For in
stance you cannot teach a child that ice is cold unless he has already
been taught objectively to know the meaning of "ice" and "cold".
The objective method first excites the curiosity, awakens interest and
attracts the attention of the pupil. This leads to comparison judge
8.