There are two widely different ideals held in regard to teaching and its method, which may be characterized as the dogmatic and the educative.
That favorite method of teaching the young a formulated system of often abstract truth by a catechism, is practical dogmatism. Sometimes a true teacher is called upon to "teach" a religious formula which he does not himself understand, and he finds that all he can do is to cause the children to blindly memorize the given words; and this grinding method gives him pain. But it is the delight of the dogmatist, for he is thus relieved from the responsibility of explaining, and, what is really important, of illustrating the truth. There are some alive to-day who can remember being "taught the catechism," when the alleged teaching consisted of threats of punishment if so many inches of a conglomeration of unintelligible words were not memorized; and when it came to repeating these words the one who halted over faint visions of meaning was condemned by the dogmatist teacher or parent; while commendation awaited him who in rapid utterance and sanctimonious air most nearly approached the standard of the parrot.
The educative method of teaching has no standard short of wise, true, loving, and intelligent humanhood. The very word educate suggests a latent goodness and power which is to be drawn forth, rather than a series of doctrines which are to be crammed in. Education means development,—unfolding of the qualities of mind which manifest intelligence and love; dogmatism leads to repression of intelligence, casts out love by fear, and is satisfied with a reverence which is at best superstition.
