Thoughts on Object-Lessons by Ida Fischer Carnahan

Review and Herald Publishing Association · Takoma Park Station, Washington, D. C. · Feb 6, 1908

Thoughts on Object-Lessons

By Ida Fischer Carnahan

ALL teachers are agreed that nothing so much cultivates the habit of accurate observation as object-lessons. We can not estimate too highly the importance of this habit, as it is necessary that all reasoning and work be based upon fact, or what is supposed to be fact. Many mistakes are made, not wilfully, but because we do not use care and exactness in noticing things that are noticeable.

Indirectly, these object-lessons, rightly conducted, train the pupil to an accuracy of expression not only in drawing, but in language also. Conducted by an enthusiastic teacher, they will excite within the pupil a spirit of inquiry and experiment, and an intelligent interest will be manifested in the production of the object, and sympathy will be created with the people concerned in producing it. The teacher should use object-lessons as stepping-stones to the study of science.

To permit the beginner to attempt too much is a means of failure. Often he takes a general view of the object, but fails to dwell upon the qualities and characteristic features of the same. Again, the teacher chooses some object altogether unknown to the child, and instead of passing from the known to the unknown, he reverses the matter and goes from the unknown to the known. If possible every teacher should furnish each child with a specimen, that he may examine it, and describe it himself, or, if it is impossible to furnish each one with a specimen, select an object that can easily be seen by the class. Pass it around and let them all see it, or let them come to the teacher’s desk to examine it.

The teacher may treat animals as common objects, observing their appearance, parts, covering, and so on, as well as deal with their peculiarities or habits, as living things. In order to do this, he may draw a large diagram, showing the parts distinctly. In these lessons he may introduce form, color, and other properties of objects. A number of objects will be needed in these lessons in order to illustrate and teach comparison. Be careful to keep within reach of the pupils’ minds,—do not give them more than their brains can digest; avoid cramming them; at the same time do not go to the other extreme, and not give them enough. Let them ask questions on the object which you are treating, and do not be afraid to let them see that you appreciate their information. It does not lower a teacher’s dignity to recognize the fact that one of his pupils has discovered something that he did not know. In these lessons the teacher is a student also. It is wonderful how many little things the children observe that the teacher does not. In these studies, not only the child and the teacher are benefited, but parents become aroused by the questions which the children ask them, and they begin to observe more closely.

Once in teaching a lesson to a class of forty pupils on object study, I asked the question, “How many can tell how a cow gets up when lying down? Does she stand first on her forefeet, or her hind feet?” To my surprise, no one could tell me, but the next day the children were seen visiting the barns, and watching not only the cows, but the horses. Again the questions were asked,

“How many legs has a spider, and a fly? And why is it that the fly does not fall when crawling on the ceiling?” These questions aroused an interest in the home, and not only the children talked them over among themselves, but the parents joined in the conversation.

IDA FISCHER CARNAHAN.

(To be concluded)