The aegis & intelligencer. [volume] (Bel Air, Md.) 1864-1923, 1885-04-17
For The 4EgiS and IateNigencer.
How Should the Pupil be Assisted by
the Teacher!

This is question which should be well con-
sidered by every one who has charge of school
as well as by those who have children to edu-
cate, some of whom appear to think that the
teacher is in duty bound TO relieve his pupils of
all difficulties and answer all questions, and
feel displeased with him when their children
complain that he oyerlooks their troubles, and
1t is therefore useless to ask him for any infor-
nation; but there are some teachers who are
willing to suffer the annoyance of calls for as
sisiance upon all occasions, often allowing tri-
vial matters to interfere with those of greater
magnitude. SO that it becomes matter of i'm
portance to ascertain the true plan of dealing
with this question, which cannot be done with
out having q correct idea of education, its OBJ
ject being the development of the mind, which
like the body requires exercise, not violent,
but abundant and regular.
So then it is as impossible o educate children
by showing them all that they are acquired to
learn and Ivy answering all their questions, as
1t is unreasonable to expect them to become
vigorous men and women, if they are
allowed to NOPE about without employment,
and be fed upon daiutes. Yet the right to ask
questions at proper times should not be denied,
but should even be encouraged by the teacher,
who should be ready and willing TO give an an
swer, provided the question is prompted by a
desire for mental improvement, and not to sat
isfy idle curiosity. Yet the questions and
answers should be so regulated as TO stimulate
investigation, without which the lessons of the
text book or the explanations of the teacher
have an effect similar to that of furnishing food
for a stomach that cannot digest it. One great
trouble in the world which we so often meet
with, and one which causes SO much difference
of opinion upon plain subjects, and leads to so
many failures of fortune, is that people do not
learn to think and act for themselves, but rely
upon others whom they regard as superior in
knowledge and ability.
While we fully appreciate good advice and
are free to admit that much valuable informa-
ton may be gained by the experience of Others,
yet we consider self-reiance the key to success.
The pupils should be taught to regard the
school-room as the place where they are to be
drilled for the battle oflife, in which difficulties
must be met and overcome, which cannot be
done without force of character With this
Idea of education the natural process of instruc-
ton would be to insist upon Il thorough eXami-
nation of every subject that is undertaken, and
to direct and suggest rather than to remove the
obstacle, recommending as motto, "never
ask Others 10 do for you what you can do for
YOURSELF" but general rules will not always ap-
ply to individual cases.
Some pupils are naturally timd and easily
discouraged, and would rather pass over a sub
Ject unearned than to acquant teacher with
their troubles. Such pupils need sympathy
and gentle treatment, but the plan of giving as
sistance whenever it is called for by each and
every p pill not only interrupts the exercises
aud consumes time, but in many cases actually
encourages idleness.
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