Читать книгу Ontario Teachers' Manuals - Ontario. Department of Education - Страница 49

Although the pupils have now had some experience in the use of the History Reader, yet that is no reason why oral teaching should be discarded in Form IV history, any more than in arithmetic or geography. It is scarcely a high estimate to have of history, to think that pupils of this age can grasp even the simpler lines of development in history without guidance from the teacher. Hence it is necessary for the attainment of good results, that many of the lessons should be taught orally before the pupils are asked to study their books. The aim of the teaching should be not merely the acquisition of facts, but the welding of them together in a sequence of cause and effect, and the pupils at this stage can scarcely be expected to do that for themselves.

In preparing for a lesson in Form IV history, the teacher should analyse the incidents of the period to be studied, should see how certain causes have led to certain results, and should be sure enough of the facts to have little recourse to the text-book while teaching. It does not look like fair play to expect a class to answer questions that the teacher cannot answer without consulting the text. On the other hand, it is refreshing to see the interest aroused in a class by a teacher who thinks enough of the subject to be able to teach it without constant reference to the text-book. Therefore, let the oral method be here again the chief dependence of the teacher. In such a lesson, for example, as that on the Intercolonial Railway (see p. 82) no book is needed—only the map and the black-board.