these methods, this state of affairs gives opportunity for the retort that pedagogy, as an alleged science of methods of the mind in learning, is futile;—a mere screen for concealing the necessity a teacher is under of profound and accurate acquaintance with the subject in hand.
But since thinking is a directed movement of subject matter to a completing issue, and since mind is the deliberate and intentional phase of the process, the notion of any such split is radically false. The fact that the material of a science is organized is evidence that it has already been subjected to intelligence; it has been methodized, so to say. Zoölogy as a systematic branch of knowledge represents crude, scattered facts of our ordinary acquaintance with animals after they have been subjected to careful examination, to deliberate supplementation, and to arrangement to bring out connections which assist observation, memory, and further inquiry. Instead of furnishing a starting point for learning, they mark out a consummation. Method means that arrangement of subject matter which makes it most effective in use. Never is method something outside of the material.
How about method from the standpoint of an individual who is dealing with subject matter? Again, it is not something external. It is simply an effective treatment of material—efficiency meaning such treatment as utilizes the material (puts it to a purpose) with a minimum of waste of time and energy. We can distinguish a way of acting, and discuss it by itself; but the way exists only as a way-of-dealing-with-material. Method is not antithetical to subject matter; it is the effective direction of subject matter to desired results. It is antithetical to random and ill-considered action,—ill-considered signifying ill-adapted.
The statement that method means directed movement of subject matter towards ends is formal. An illustration may give it content. Every artist must have a method, a technique, in doing his work. Piano playing is not hitting the
