The Kenosha telegraph. [volume] (Kenosha, Wis.) 1860-1888, 1876-06-15
CRITICISM


ing up for discussion. Among these
wants might be mentioned a more iu-
dicious criticism in our daily work In
this connection, it is we'll to observe that
there is wide difference between criti-
cism and fault-fnding. The former
should never SAVIOR Of the latter. Criti-
cism should be given in such kindly
manner that the pupil will realize that
the teacher has in view nothing but his
greatest good-that It is done only to
show him what is erroneous, and lead
him toward what is correct. The teach
er should at the commencement of his
term establish thorough system of class
criticism. For example In reading,
permit nay TeqltiTe-the class to make
numerous corrections. In this work
something more should be done than
saying that this word was miscalled and
that word mispronounced, but let the
voice, pitch, meditation, emphasis, in
short, everything that pertains to good
reading be criticised. But right here it
is well to guard against any hard feeling
on the part of the class. It should ever
be kept before the minds of the class
that the work is for the purpose of mu-
tual improvement, and not merely to
give them an opportunity to find fault
with each other.
Probably in none of our studies is
mOie precise AID accurate language
required than in the various branches
of mathematics. Benjamin Franklin il
his autobiography speaks Of having
formed the acquaintance Of young
mathematician, and having found his
company far from agreeable owing to
his precision of language and DISPOSE
ton to,be hyper-crltical. The science
he studied required this very care. But
how is it with our common school pupils
IN hese studies? Unless held strictly to
chose work, the tendency is continually
s'to fly off on tangent" The pupil will
talk glib!y, telling you that 81 first null
tipled by this, then divided the pro-
duct by that" ETC., but if asked the
'FwhY," it becomes altogether different.
Not that the reasoning powers are
developed by mere aping of the
teachers language in giving demon
stratiOn, but as soon as the pupils is OF
sufficient age to have these latent power
developed, he should be held to critical
analytical work. Take it in defining
circle or asquare. Many pupil will be
satisfied By saying "a Circle is round
thing, and Square is figure with four
sides" But this language gives US little
or no conception of these figures.
But most of all should the teacher aim
to be highly practical in correcting errors
In grammar. Even some of our best
scholars make frequent mistakes in
grammar in ordinary conversation. Is
it not highly probable that had our
teachers taken more pains in showing
us what was erroneous here, we should
not now be so frequently chagrIned at
using language which we know to be
wrong, but which habit, that second
nature" has so strongly rIvited upon US,
that we find it next to impossible to
break ourselves of the faultG Here the
younger pupil must accept many things
on blind faith. He perhaps cannot see
Why double negatives and comparatives
do not strengthen rather than weaken
his language. But let not this prevent
the teacher from making the correction.
No mistake of this kind should pass by
unnoticed.
But the teacher should also exercise
careful self-criticism. Show me the
teacher who is fully satisfied with his
work and [ will slow you one who is
unworthy of the profession. The live
teacher is conscious Of many little fail
ures. Let him keep daily record of
cheese as they occur TO him, to be often
referred to, and let the failures of the
past be atoned by the success of the
future. An honest desire to do the
greatest possible amount of good should
impel every careful, earnest, thoughtful
teacher carefully and kindly to correct
what is wrong, commend what is right.
and not resting satisfied with present
attainments, strive toward that which is
more excellent. WI