The Kenosha telegraph. [volume] (Kenosha, Wis.) 1860-1888, 1874-06-04
educational.
HELPING PUPILS.

1t is always difficult question for
the teacher to settle, GLOW far
shall [ 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 de-
pend upon himself. This, too, l
think is the teaching of common
sense. Whatever is learned should
be thoroughly learned, SO thai the
next and higher step may be com
paratively easy. And the teacher
should always inquire, when he is
about to dismiss one subject whether
the class underS lands it so we'll that
then can go to the next. He may,
indeed, sometimes give word of
suggestion during the preparation
Of lesson, and by a seasonable hint
save the scholar the needless loss of
much time. But is very great evil
if the pupils acquire the habit of run
ming to. the teacher as soon al slight
difficulty presents i tself, to request
him to remove it. Some teachers,
when this happens, will send the
scholar to his seat with reproof
perhaps, while others, with a mista
ken kindness, will answer the cues
ton 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 dlscour-
age him. lie should not be relieved
from labor, as this will diminish his
self-reliance without enlightenlng
him for whatever is done for a
scholar without his having studied
closely upon it himself, makes but a
feeble impression upon him, and is
soon forgotten. The true way is,
neither to discourage inquiry nor an
swer the question. Converse with
the pupil a little as to the principles
involved in the question refer him
to principles which he has before
learned, perhaps call his attention to
some rule or explana ton before CIV
ell in the class ; 90 just as far to en- :
tighten him u little, and put him on
the scent, then leave him to achiey e
the victory himself. Tnere is . great
satisfaction in discovering y difficult
thing tor ones, seif--and the teacher
does the scholar u lasting I'M ury who
takes this pleasure from him. Tie
teacher should he simply suggestive,
but should newer take the glory OF a
victory from the scholar by doing his
work for him, at least, not antl he
has given it thorough trial himself.
The skill of the teacher, then, viii
be best manifested, if he can contrive
to awaken such spirit in the pupil,
that he shall be very unwilling % be
assisted if he can kindle up such a
zeal, that The pupil wiIlpreter to try
again and again before he will con-
sen: that the teacher shall interpose.
| hall never forget q class OF ooys,
some fourteen VI fifteen years OF age,
who in the study Of algebra had I'M
bibed this spirit. A difficult question
had baen before the class Il day or
two, when | suggested giving them
some assistance. mot t. t.ay, sir, +
was the spontaneous exclanla ton Vi
nearly every Que. Nor shall [ tor
get the expression that beanled from
the counlenance OF one Of them, when,
elated with his success, he forgot the
proprieties Of the school and audlbly
exclaimed, "pve got ikgl Toe got
|u" Lswas q greaa day for him; he
felt, ashe never before had felt, his
own might. Nor was it less crafty
ing TO to. me TO to find that His fellows
r~'at3g ~, 81. go -