Scientific Methods As Applied To Child Education In "the Children's Houses"

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vention lies the art which makes up the individuality of the teacher.
A definite and undoubted part of the teacher's work is that of teaching an exact nomenclature.
She should, in most cases, pronounce the necessary names and adjectives without adding anything further. These words she should pronounce distinctly, and in a clear strong voice, so that the various sounds composing the word may be distinctly and plainly perceived by the child.
So, for example, touching the smooth and rough cards in the first tactile exercise, she should say, " This is smooth. This is rough," repeating the words with varying modulations of the voice, always letting the tones be clear and the enunciation very distinct. " Smooth, smooth, smooth. Rough, rough, rough."
In the same way, when treating of the sensations of heat and cold, she must say, " This is cold." " This is hot." " This is ice-cold." " This is tepid." She may then begin to use the generic terms, " heat," " more heat," " less heat," etc.
First. " The lessons in nomenclature must consist simply in provoking the association of the name with the object, or with the abstract idea which the name repre­sents." Thus the object and the name must be united when they are received by the child's mind, and this makes it most necessary that no other word besides the name be spoken.
Second. The teacher must always test whether or not her lesson has attained the end she had in view, and her tests must be made to come within the restricted field of consciousness, provoked by the lesson on nomenclature.
The first test will be to find whether the name is still
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