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Amusing Anecdotes.

He first placed the apple under the cup, in presence of the pupil, and then said, "You know the apple is under the cup, because you saw me place it there. Now, Faith would cause you to believe that it was there, if I told you so, though you might not see me place it there." With words like these the subject was left, and on examination day, when the lad was asked to define Faith, he very promptly said, “It is an apple under a teacup."

A little boy once came to the following passage in his reading lesson. "Abraham, Isaac, and Jacob were patriarchs." The little fellow read as follows: "Abraham, Isaac, and Jacob were partridges." "No," says the teacher, "not partridges, but patriarchs." Very soon the lad came to the same word again, when, after a little hesitation, he looks into his teacher's face and says, "Here's another of those queer birds, and I forget what you called it." If the teacher had explained the meaning of patriarch, the pupil would not have made this error; but the very manner in which the correction had been made led the lad to suppose that partridges and patriarchs were both birds, though not the same bird.

A little girl was once called upon to define ferment, and gave as an answer, "to work," which was received as satisfactory. She was subsequently called upon to compose a sentence which should contain the word, and she wrote, "I love to ferment in the garden." From these instances you will not fail to draw practical hints and inferences.

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Thoroughness.

Encourage Thoroughness. If possible, cause your pupils to learn thoroughly whatever they undertake to learn. Often impress upon their minds the truth and importance of the maxim, "Whatever is worth doing at all, is worth doing well." Professor Davies, the distinguished mathematician, gives the following rules, which it would be well for every teacher to observe:

1. Teach one thing at a time. 2. Teach that one thing well. 3. Teach its connections.

4. Feel, and teach, that it is better to know everything of something, than to know something of everything.

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Encourage your pupils to ask questions in relation to the lesson, or some point in the lesson. Before they pass from the recitation-seat, say to them: "If there is any principle in the lesson which you do not comprehend, or if I have not been understood in my explanations, I wish you to say so freely. Our object is, not merely to attend to the recitation, but to understand the subject; and very likely they who are most anxious to know, to learn, will be most ready to ask questions." It may not always be advisable to give an immediate answer to every question that may be asked. You may think it best that the pupils investigate for themselves. In this case, give them a few suggestive hints, and, with words of encouragement, ask them to give more attention to the subject, and if they fail to discover all they wish, you will explain more fully at a

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Drawing-out Process.

future time. Always bear in mind, that it is not that which you do directly for your pupils that most benefits them, but that which you incite them, by expressions of encouragement, to do for themselves. A simple hint, as a step to the desired information, will often be of more real benefit, than a direct communication of the knowledge sought.

Studiously avoid the "Drawing-out" Process.— This is so admirably described and illustrated by another,* that I shall quote at some length his language. The "drawing-out" process "consists in asking what the lawyers call leading questions. It is practised, usually, whenever the teacher desires to help along the pupil. John,' says the teacher, when conducting a recitation in Long Division, 'John, what is the number to be divided called? John hesitates. 6 Is it the dividend?' says the 'Well, John,

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teacher. Yes, Sir, the dividend.' 6 what is that which is left after dividing called? the remainder is it?' 'Yes, Sir.' A visitor now enters the room, and the teacher desires to show off John's talents. Well, John, of what denomination is the remainder?' John looks upon the floor. Isn't it always the same as the dividend, John?'

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* From the "Theory and Practice of Teaching," by David P. Page, A. M.; a work of the highest merit, the twenty-fifth edition of which has already been issued by the publishers, A. S. Barnes and Burr, New York. It is a work which should be in the hands of every teacher, and will prove worth a hundred-fold its cost to any who will regard its hints.

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An Example. Teaching History.

'Yes, Sir.' 'Very well, John,' says the teacher, soothingly, what denomination is this dividend?" pointing to the work upon the board.

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Dollars, is it not?' 'Yes, Sir, dollars.' Very well; now what is this remainder?' John hesitates. Why, dollars, too, is n't it?' says the teacher. O yes, Sir, dollars!' says John, energetically, while the teacher looks complacently at the visitor, to see if he has noticed how correctly John has answered!

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"A class is called to be examined in History. They have committed the text-book to memory; that is, they have learned the words. They go on finely for a time. At length one hesitates. The teacher adroitly asks a question in the language of the text. Thus: Early in the morning, on the 11th of September, what did the whole British army do?' The pupil, thus timely reassured, proceeds: Early in the morning, on the 11th of September, the whole British army, drawn up in two divisions, commenced the expected assault.' Here again she pauses. The teacher proceeds to inquire: 'Well,- Agreeably to the plan of Howe, the right wing did what?' Pupil. Agreeably to the plan of Howe, the right wing

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Teacher. The right wing, commanded by whom?' Pupil. Oh! Agreeably to the plan of Howe, the right wing, commanded by Knyphausen, made a feint of crossing the Brandywine at Chad's Ford," etc."

This is a very common way of helping a dull pupil out of a difficulty; and I have seen it done so

A further Example. Yes, Sir.

adroitly, before a company of visitors, that it was wonderful to see how thoroughly the children had been instructed!

I may further illustrate this drawing-out process, by describing an occurrence, which, in company with a friend and fellow-laborer, I once witnessed. A teacher, whose school we visited, called upon the class in Colburn's First Lessons. They rose, and in single file marched to the usual place, with their books in hand, and stood erect. It was a very goodlooking class.

"Where do you begin?" said the teacher, taking the book.

Pupils. "On the eightieth page, third question." Teacher. "Read it, Charles."

Charles. (Reads.) "A man being asked how many sheep he had, said that he had them in two pastures; in one pasture he had eight; that three fourths of these were just one third of what he had in the other. How many were there in the other?” Teacher. "Well, Charles, you must first get one fourth of eight, must you not?”

Charles. "Yes, Sir."

Teacher.

is n't it?"

"Well, one fourth of eight is two,

Charles. "Yes, Sir; one fourth of eight is two." Teacher. "Well, then, three fourths will be three times two, won't it?'

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Charles. "Yes, Sir."

Teacher. "Well, three times two are six, eh?" Charles. "Yes, Sir."

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