The central Presbyterian. [volume] (Richmond, Va.) 1856-1908, 1874-08-12
Auusehpla utds.
Two Much Explanation.

A bright lad being asked how he liked his
teacher, replied; Every much; he is very
kind and very anxious tina, we should learn,
only he explains too much. like to have
chance to see things for myself"
In regard to explanation there may be
too much of good thing. Some attempt
to explain that which needs no explanation
that which no explanation can make
clearer. All such effort must be very tire
some to a class Il Is fatal to the habit of
attention. A pupil may be induced to at
tend to an explanation which explains some
thing to him, though the explanation may be
dull. He cannot be made to attend to that
which gives him no new ideas, and causes no
mental activity Some err by explaining
at large thas which me pupils could be led
to think out for themselves. 1t is a great
mistake for the teacher to supercede the ne
eessity of effort on the part Of the pupil
What the pupil needs is not merely to un
derstand the subject, but to understand it if
possible by bis own efforts. The latter is
much more Important than the former. The
proper exercise of the mind in acquiring
knowledge is often more beneficial than the
possession of the knowledge. The mind was
made to acquire knowledge, and to acquire
it in a certain way. 1t is only when knowl-
edge is acquired 10 the way designed by the
Creator that its highest benefits are received
I. may be objected that time viii be los;
BY leaving the pupil to think out the expla-
nation; that the teacher may in moment
put him in possession of knowledge which it
may take him hours to acquire. That may
be so; sill it may be asked, may not this
effort to get the explanation for himself be
more valuable to him, notwithstanding the
cost Of time, than receiving it second hand
would be? The amount of knowledge would
in both cases be the same; bat not so to the
condition of the mind. In one case, the law
of mental growth has been obeyed. In the
one case that was the positive exercise of
power; in the other the passive reception of
knowledge The pupil need not be left to
think out the desired explanation alone, The
recitation hour should be one Of vigorous
mental activity The members Of the class
should be led to think out many things in
the classroom. They can be led to do this
by judicious questions on tie part of the
teacher.
To think on, an explanation is to see what
is true in relation to the subject The object
of the explanation is to present such truths
as being seen viii make the subj CT under
stood. What the pupil needs is to see these
truths. Instead of telling them, the teacher
should ask questions which viii turn their
attention 70 the desired truths
Questioning is pointing the mental eye in
the direction Of the truth. When you wish
to have your friend see a beautiful tree or
gorgeous cloud, you cause him to turn his
eyes towards those objects You thus place
them within the range Of his vision, and he
sees them. The teacher wishes his pupil to
understand, tbaris, TO see, certain trutbs.-
He places them within range Of his mental
vision. The pupil thus sees them for him
self, though be might not have done 50 with
out the action Of the teacher. The office of
the teacher is to lead the pupil to see and to
act for himself-S. S. Times.