The news & observer. [volume] (Raleigh, N.C.) 1894-current, 1905-08-20
Hearing the Lesson.

The book is dull, the teacher is list
less, and the students are not inter-
estcd. Each chapter is considered re-
CARELESS of its relation to the others.
Nothing was said of the previous re-
citation obout this one. The men,
bers of the class have read the lesson
without benefit because they cared
nothing for it. The teacher knows
little of it but did not study it because
he can look in the book. His chief de-
sire is to get through as soon as posi-
BILE; he does not know why histories
We're written anyway. Probably he
directs the students to read the lesson
aloud one paragraph at time. This
is an excellent practice if rightly car
ried out because the average college
graduate of these times can not read.
(Pronouncing words is not reading
any more than shouting words is sing
ing) The lesson is read mechanically,
without correction or instruction or
inspiration, as though all words look
alike. and with a common wish
hastily to finish the disagreeable task
The students close their books and
the teacher asks the ten questions: If
they are not answered, he looks up
the answers in the book and reads them
and tells the erring students that they
ought to be ashamed of themselves.
The class is dismissed with the order
to 'get the next lesson" and the men,
bers turn to their other duties with
signs of relief, honestly wondering
why the old history was written to
waste their time in useless and bur-
densome work. They are learning to
regard with contempt the foundations
of their home
Teaching.
The class turns to the lesson with
eagerness born of the fact that the
teacher has made every previous les
son interesting. At the ~eceding reci-
tation. he pointed out with the ardor
of thorough knowledge the attractive
elements of this lesson and it's relation
to the unbroken historical story
Thereby at the outset he won the at
tention without which teaching is i'm
possible. They have not only read the
lesson but have studied it and read
beyond it and read all else about it
obtainable. When directed to read
aloud, the student rises and reads at
the best of his ability. with life and
feeling and appreciation. The teach
err sets the example in correct reading;
and advice and corrections are freely
given by all. Every possible device
to increase and maintain interest and
attention is utilized The books are
closed-all of them. A few compre-
IlelSlNe ana tnOuSllllul REVIEW uucS-
tons are asked. One student is asked
to give a synopsis of the preceding
lesson, and he gives it with precise
ness so far as he knows it. Others are
called on for corrections and additions
and the discussion becomes general
Then the teacher begins the lesson
but this can not be described because
it should never be twice alike. Novelty
creates interest and getting in rut'
kills it, The class should not know
what to expect except that it is to
be something interesting and profit
able. The teacher may ask for the
heart of the lesson, a synopsis, opin-
ions as to the most important idea
in it, how it connects with various
subjects previously discussed. what is
known of it outside the chapter itself,
and innumerable similar things. All
this time he must have grasp of the
subject and knowledge of the details
and perfect sincerity in order TO COM
mand respect and attention. He must
have force and earnestness and life
and put these elements into the his
tory He must make use of every OPP
portunity to impress the Importance
OF concise and correct expression and