Supposed Conflict between Methods and Subject-Matter
It is sometimes pointed out that in the training of teachers there is danger that competition will arise between the demand for skill in methods and the demand for knowledge of subject-matter. The specialist in science scoffs at a course in methods of teaching, saying that all the prospective teacher needs is to know the subject thoroughly, and method will take care of itself. Furthermore, such a critic of methods often points out that the time required for a course in methods must be taken from time which the student ought to devote to subject-matter.
The school principal who is looking for a science teacher is likely to reply that he has had teachers thoroughly acquainted with the science but utterly unsympathetic with pupils. Such teachers do not know how to get the facts to the students. They are abstract, or speak too fast, or do not assign the lessons in such a way as to help the students see the important points.
There is no necessity of being one-sided in this matter. The successful teacher will ultimately have both knowledge of the subject-matter and methods and devices of presenting the subject-matter. If he is lacking in either, he will be in just that degree inefficient. There can be no doubt that a properly balanced appreciation of both is the sane and wise attitude to assume.