B. Longitude. a. In degrees. 3. Relative to bounding waters. A. On the north. a. Timor Sea, Arafura Sea, Gulf of Carpenteria, Torres St. Unit of Instruction. SECOND ORGANIZATION The poem, "Paul Revere's Ride.” Organization of subject-matter. I. The Introduction. 1. Name of the rider. 2. The time of the ride. II. Events leading up to the ride. 1. The march of the British anticipated. B. Position of advantage by Revere. a. His trip across the bay to the Charlestown shore. (1) British man-of-war. 3. Indications of the march. A. Men at barrack door. B. Marching of grenadiers. III. Events immediately preceding the ride. 1. The friend climbed the tower. A. View of the belfry chamber. B. The churchyard. C. Boats on the bay. 2. Revere in readiness on the opposite shore. A. Booted and spurred. B. Alert for the signals. C. The first lamp — the second. IV. The ride. 1. Its importance. A. The fate of a nation was riding. 2. Direction and character of the road. 3. Arrival at Medford town. A. Occurrences there. 4. Arrival at Lexington. 5. Arrival at Concord. V. The results of the ride. 1. "The British regulars fired and fled.” 2. Revere's spirit of defiance became a precedent for American liberty. The stress put upon the specific intrinsic function of subject-matter must not be interpreted to mean that power to organize is the only essential qualification needed by the teacher. It is essential but not sufficient. Teaching involves a definite knowledge of the subject-matter which the teacher proposes to reveal to the child, and furthermore, it involves skill in stimulating the child to lay hold of the thing the teacher wishes to reveal. A logical organization is required to meet the first of these prerequisites. It may or may not be sufficient to meet the second one. Psychological Approach. — To mature and experienced persons, the presentation of subject-matter in a logical way ordinarily will stimulate interest. Less mature persons may be little interested in the logical order of subject-matter. They may be engrossed in interests wholly remote from the formal subject-matter of the schoolroom. In such an event the teacher will need to approach the new material through some of the children's active interests. In the presentation of William Tell, the teacher might find the children more interested in topic II than in topic I and in the preliminary discussion might find it advantageous to begin with this topic. In "Paul Revere's Ride" he might find topic II more fascinating than topic I, and in that event he might be justified in approaching the poem through that order of the topics. Such an arrangement of parts is known as a psychological organization of subject-matter. It is an arrangement of the parts of a structure in the order of their degree of appeal to the experiences and interests of the child. Interrelation of Logical and Psychological Organization. — It may be argued, since in the last analysis the child's experiences are to determine in a measure the order of presenting the topics in a selection, that it is useless to organize subject-matter logically. There would be no need of a logical organization of subject-matter if the purpose of teaching were merely to interest children. Fortunately there is a greater responsibility than this. Children should leave the school with some very definite ability to interpret the thoughts and feelings of others. But interpretative ability means capacity to analyze structures which convey thought. It means power to organize logically. The purpose of the creator will not be understood until his creation is understood. If the logical organization has been mastered by the teacher he will at the proper moment find it easy to reveal to his pupils the relative importance of the parts to the unifying idea. Such an organization will provide a proper emphasis of the topics, insure an adequate summary, and ultimately will expose the idea embodied in the structure. Chronological Organization. -A chronological organization of subject-matter is often mistaken for a logical organization. The ease with which this organization is determined in many subjects accounts for its general use. It is easy to follow either the time order or the book order of events in literature, history, and many other subjects. There is but a very slight causal relation in such an order, consequently the "specific intrinsic" function of a structure is quite likely not to be exposed by such an analysis. Teachers of force and vigor will break through the shell of this timehonored treatment of subject-matter and lay bare the vital relations of the parts involved and set them forth in a logical arrangement before attempting to teach such subject-matter. CHAPTER V THE CHILD FACTOR IN METHOD 'Progress, Man's distinctive mark alone, Not God's and not the beasts': God is, they are; THAT man has made "progress," evolved from lower forms of animal life, cannot be denied; that progress is "man's distinctive mark alone" is only partially true. Other animals have encountered the same rigorous climate, endured like variations in food and shelter, struggled with relentless diseases and fought encroaching enemies from without and within their natural groups, and consequently have experienced physical improvement and developed greater cunning. Nevertheless, they have been unable to determine their own progress or consciously modify their own social relations. In the whole animal kingdom, man alone has consciously learned to understand and to control his environment, and finally to transform it to meet his needs. Human Nature Accounted for. Before the Origin of Species by Darwin, the special creation theory of Biblical literature was assumed to be true. To "form man of the dust of the ground and breathe into his nostrils the breath of life" in a single act, removed from man the responsibility of accounting for his own superiority. It was not strange, therefore, that the theory of evolution, now so universally |