Process of extraction.-Study discouraged. teacher assented. Charles again read the question, and again looked up. I waited, and he waited ;but the teacher could not wait. 'Why, Charles," said he, impatiently; "you want one-fourth of eight, don't you?" "Yes, sir," said Charles, promptly; and I thought best not to insist further at this time upon a repetition of "yes, sir," and the class were allowed to proceed in their own way. This is, indeed, an extreme case, and yet it is but a fair sample of that teacher's method of stupefying mind. This habit of assisting the pupil to some extent, is, however, a very common one, and as deleterious to mind as it is common. The teacher should at once abandon this practice, and require the scholar to do the talking at recitation. I need hardly suggest that such a course of extraction at recitation, aside from the waste of time by both parties, and the waste of strength by the teacher, has a direct tendency to make the scholar miserably superficial. For why should he study, if he knows from constant experience that the teacher, by a leading question, will relieve him from all embarrassment? It has often been remarked, that "the teacher makes the school." Perhaps in no way can he more effectually make an inefficient school, than by this drawing-out process. I look upon the two processes just described, as very prominent and prevalent faults in our modern teaching; and if by describing them thus fully, I shall induce any to set a guard upon their practice in this particular, I shall feel amply rewarded. 84 RIGHT MODES OF TEACHING. Helping the pupil.-Dangerous when excessive. SECTION III.—THE MORE EXCELLENT WAY. It is always a very difficult question for the teacher to settle, “How far shall I help the pupil, and how far shall the pupil be required to help himself?" The teaching of nature would seem to indicate that the pupil should be taught mainly to depend on his own resources. This, too, I think is the teaching of common sense. Whatever is learned should be so thoroughly learned, that the next and higher step may be comparatively easy. And the teacher should always inquire, when he is about to dismiss one subject, whether the class understand it so well that they can go on to the next. He may, indeed, sometimes give a word of suggestion during the preparation of a lesson, and, by a seasonable hint, save the scholar the needless loss of much time. But it is a very great evil if the pupils acquire the habit of running to the teacher as soon as a slight difficulty presents itself, to request him to remove it. Some teachers, when this happens, will send the scholar to his seat with a reproof perhaps, while others, with a mistaken kindness, will answer the question or solve the problem themselves, as the shortest way to get rid of it. Both these courses are, in general, wrong. The inquirer should never be frowned upon; this may discourage him. may discourage him. He should not be relieved from labor, as this will diminish his selfreliance without enlightening him; for whatever is done for a scholar without his having studied closely G. essive. T WAY. or the teacher and how far on his own that they o request happens, osely RIGHT MODES OF TEACHING. The true medium.-" Not to-day, sir." 85 upon it himself, makes but a feeble impression upon him, and is soon forgotten. The true way is, neither to discourage inquiry nor answer the question. Converse with the scholar a little as to the principles involved in the question; refer him to principles which he has before learned, or has now lost sight of; perhaps call his attention to some rule or explanation before given to the class; go just so far as to enlighten him a little, and put him on the scent, then leave him to achieve the victory himself. There is great satisfaction in discovering a difficult thing for one's self,—and the teacher does the scholar a lasting injury who takes this pleasure from him. The teacher should be simply suggestive, but should never take the glory of a victory from the scholar by doing his work for him, at least, not until he has given it a thorough trial himself. The skill of the teacher, then, will be best manifested, if he can contrive to awaken such a spirit in the pupil, that he shall be very unwilling to be assisted; if he can kindle up such a zeal, that the pupil will prefer to try again and again before he will consent that the teacher shall interpose. I shall never forget a class of boys, of who in the study age, some fourteen or fifteen years of algebra had imbibed this spirit. A difficult question had been before the class a day or two, when I suggested giving them some assistance. "Not to-day, sir," was the spontaneous exclamation of nearly every one. Nor shall I forget the expression that beamed from the countenance of one of them, when, elated with his a Helping the pupil.-Dangerous when excessive. SECTION III.-THE MORE EXCELLENT WAY. It is always a very difficult question for the teacher to settle, "How far shall I help the pupil, and how far shall the pupil be required to help himself?" The teaching of nature would seem to indicate that the pupil should be taught mainly to depend on his own resources. This, too, I think is the teaching of common sense. Whatever is learned should be so thoroughly learned, that the next and higher step may be comparatively easy. And the teacher should always inquire, when he is about to dismiss one subject, whether the class understand it so well that they can go on to the next. He may, indeed, sometimes give a word of suggestion during the preparation of a lesson, and, by a seasonable hint, save the scholar the needless loss of much time. But it is a very great evil if the pupils acquire the habit of running to the teacher as soon as a slight difficulty presents itself, to request him to remove it. Some teachers, when this happens, will send the scholar to his seat with a reproof perhaps, while others, with a mistaken kindness, will answer the question or solve the problem themselves, as the shortest way to get rid of it. Both these courses are, in general, wrong. The inquirer should never be frowned. upon; this may discourage him. He should not be relieved from labor, as this will diminish his selfreliance without enlightening him; for whatever is done for a scholar without his having studied closely |