The Delawarean., 1900-06-16

standards of teaching. We must not be
content with good method of doing
thing. We must learn the best. We
need to know the child's way of learn
ing in order that we may become an
assistant to the child in the only way
that it can learn.
Most lessons should have the fol-
lowing threefold division:
l. Preparation.
2. Presentation.
8. Application.
How many teachers are there in tn
State that would feel at ease to have
their superintendent of schools. during
visit, to call for lesson illustrating
the above?
The writer visited a school a few
days ago in which the teacher was at
tempting to conduct a recitation in
that part of the application of per-
centage which pertains to the subject
of stocks. The few questions that
were asked were poorly answered. But
the fault lay with the teacher, rather
than with the pupils. The exercise
consisted of little more than the as
signment to each of the pupils OF
problem to be worked on the black
board and explained. The teacher was
asking the pupils to do what they were
not prepared to do. How can a pupil
explain thing unless he understands
both the nature of that thing and the
content of the words to be used in the
explanation? Now the entrance upon
this subject presupposes very full
knowledge of the content of such terms
as par value, market value, above par
below par. premium, discount assess
ment, dividend, etc
First then would come:
I. PREPARATION.
The pupils at this stage know what
is meant by market Let this be
your starting point. Ever keep in
mind that it is good pedagogy to begin
with something that touches the
pupils experience. You begin some
what as follows:
Teacher-I am going to ask you
about things that you are already
familiar with, but perhaps had not
thought about just in the way I wish
you to think. Where does the farmer
take his strawberries
Pupil-To market
Teacher-What does the market pay
to-day? Then if the market pays s.
cents to-day, what price or value could
you call five cents? Is the price the
same from day to day? Then does the
market value remain the same, or does
it vary? Extend this form of question
ing to cover a hundred other things
Remember to begin with the thing that
lies nearest to your pupils.
Now you want your pupils to know
the meaning of stock company. You
form your class into a stock company
to buy an organ for your school. You
decide what the cost of the organ shall
be, the value of the shares, and how
many shares each pupil shall take.
Tell your pupils that this cost of the
organ you will call its par value It'll
was market value to the man who sold
it. But you have formed a company
and the original cost of the stock OF a
company is par value. Now suppose
your organ is injured in some way,
should it sell above or below par (your
original COST? Suppose, on the other
hand, you make some great improve
ment on the organ, should it then sell
above or below par? Suppose you hir
the organ to neighboring school
what should be done with the money
received?
Since you divide the receipts among
the stockholders you may call thi
money a dividend. But suppose you
want to repair the organ, then you
must lay tax on the stockholders in
proportion to their share of stock.
This You call an assessment. Thus ex-
tend the conversation about things that
are near the pupils experience till ALL
these words are perfectly familiar to
them. Do not be afraid of overriding
this phase of the work. Just here is
where the teacher has hitherto failed,
and failed badly, in great majority
of cases. The book work is altogetht
too far removed from the csild's ex-
perlence to be taken up without much
careful preparation. Extend the talks
to many other things besides the organ,
taking first those things that are near
the interest of your pupils. and leading
out to nearby railroads, etc.
II. PRESENTATION
After the above work has been well
done take up in class your organ prob
lem. Have it worked to show, first
how much each shareholder would have
to pay in its purchase; second, how
much dividend each shareholder would
receive when it is hired out and third 4
what accacsman+ eaoh rrou1d ha ra