AN EXPERIMENT IN THE USE OF THREE DIFFERENT METHODS OF TEACHING IN THE CLASS ROOM

George W. Hunter
1921 School Science and Mathematics  
The following series of experiments were performed by the writer under strictly class room conditions during the year 1916. At that time, he felt that there was need for some practical experiments in class room methods. The DeWitt Clinton High School, with its five thousand pupils, its system of nearly equal mental groups in the class room, and the large corps of teachers made an ideal setting for pedagogical experiments. As Chairman of the Department, the writer found it quite possible to
more » ... ge for such experiments as he wished, thanks to the cooperation of his principal, Francis H. J. Paul. He did not publish the experiments which follow, at the time, because he felt that they only could be used as guides for future methods and that the results were of only tentative value. The war came and interrupted the work. After the war the writer accepted a college position. The work thus interrupted can probaly bnever be completed. He has, therefore, thought that it might be worth while to publish the experiments even though the method used is necessarily crude and lacking control, and the conclusions reached must necessarily be tentative. They are edited simply in hopes that other teachers fortunately located as to opportunity may go on and add to the incomplete work thus begun. McMurray1 in his^Method of the Recitation^has shown that a modification of the class room didactics known as thê developmental method^is one type of teaching adapted to the mind of the young child. This method is particularly usable in connection with either the pure experiment or in the biological laboratory. It is an advance on the old-time laboratory method in that teachers and pupils may work out a given problem together. All the senses are employed and what is more important, the directive influence of the teacher is felt at all times, so that the recitation or laboratory work moves in a given direction toward a goal which the skillful teacher consciously keeps in sight. It is needless to say that from the standpoint of the hygiene of the teacher this method is wasteful of nervous energy. iMcMurray, C. A., Method of the Recitation, Macmillan Co., 1903.
doi:10.1111/j.1949-8594.1921.tb02189.x fatcat:vinba73f35hlbfwtcpixx76zwu