The Newberry herald and news. (Newberry, S.C.) 1884-1903, 1886-06-02
TEACHERS DEPARTMENT..
ARTHUR MEIER. EDITOR.
I aII.IOt.

4 good teacher will never take,
when hearing 4 recitation. Il cannot"
from pupil he knows, or has good
reason to believe has studied his les
son. Why does the pupil answer i
don't know when asked question?
Probably the first and greatest reason
is his natural timidity. Even the
pertest, the most forward child is
naturally timid. lie breads to be
laughed ct. The most terrible wea-
pom. worse than the Russian knout
is laughter. Many man would
rather face q battery than laugh,
and it is more terrible to child than
a man. The teacher that will laugh
at child for q mistake is brute;
one that will allow class to do it is
devoid Of all sense cfpropriety, cour-
tesy and humanity. Another reason
why the pupil will say Il don't know"
is, the idea is not perfectly clear in
bis own mind. lie has l kind OF
dreamy knowledge, an idea that the
answer should be so and so, but is
not really sure, and cannot put into
words the idea he has. The answer
is to him about like tree seen in
the early morning; the outline is
there, but no limbs or branches can
be seen. lie needs more light. An
other reason is. too much "bookish-
ness" lie dare not trust his own
words, and he cannot think Of the
language used in the book. Oh, if
he could only get hold Of that he
could satisfy the teacher so easily.
How shall we overcome this inciina-
ton on the part of the pupil to say
Il don't know? How shall we rem
edy this evil, for it is an evil?
First, let the pupil know that you
believe in his ability to learn the
lesson, and to answer your question.
| said know, not think, nor imagine
you believe it. If the pupil has faith
in the idea that you believe in his
ability it will inspire him to risk the
laugh, and do much toward enabling
him to clear up his dreamy, morning
light view Of the subject.
Say TO a boy that is trying to wheel
a heavy load on . wbeel-barrow:
:.That.s nothing, my boy, you can
wheel that easy enough" and ne
knows you utter Il falsehood; he loses
faith in you and ali you can say, On
the other hand, if you had said:
That's q pretty heavy load, my boy.
shall I help you? lie will look up
in his inspired strength, and reply:
NO. sir, I thank you, I can wheel it.
He'll catch hold Of the handles, and
stagger along. although it taxes his
strength to the uttermost. eIle knows
you have told the truth, and, con-
sequently. believes you sympathize
with him in his struggle, and are
ready to help if need be. lie has IN
creased faith in you, and in his own
strength; and trying to do the work,
does it.
Another way to remedy the evil is,
vary your method of presenting the
subject, the question you have asked,
the point upon which you have ques-
toned him. Go back q little and ask
questions leading up to the point you
first asked about. The sun will have
come q little nearer the horizon. and
the increased light will have made
objects more distinct in outlines and
filings. Some teachers, in hope Of
making the matter palmer, will repeat
the explanation. Don't dc it. Try
some other explanation, some Illus
tration, anything rather than repeat
ing. Ifyour first one had been suffi-
ciently clear, adapted to his compre-
hension. he would need no more, he
would have understood the subject
and answered readily. The repeti-
ton of the explanation will not make
it any clearer; he needs ana must
have something different. Seldom,
if ever, tell the correct answer. There
is no training, no mental growth in
telling.
SOLOMON SIAS.
~s1-
Composition.
11r,;t:oo. JocnriN+ionc 1 Of rbinctS Is