The daily star-mirror. (Moscow, Idaho) 1911-1939, 1914-03-07

ity, the result is usually that the stu
dents with an aptitude for mathematic
and the teacher solve too many prob
lens for the less-gifted The teache
: mas to choose whether he will g
. through the book at the pace best TO-
,, students adapted to mathematics, Of
q creep along at pace suited to the SLOW
ones. Whichever course he takes he
, will wish that he had taken the other;
; for he will find himself either boosting
too much or cruelty dropping" pupils
out of the class. 1 sometimes think
that parents and teachers make too
much of students being dropped from a
class. 1t is necessary, especially in
mathematics, for some minds to 60
over subject twice before 1t is pro-
perly assimilated The student had
dropped and go over the subject again,
than be boosted through by the exer-
tons of others.
Outside recitations, the various
school activities, such as athletics, de-
bates, and entertainments develop fit
ness for responsibility. They cultivate
what is called executive ability, the
ability to plan and to carry out plans,
to think and carry that think
ing into action. In some cases
these activities are primarily un-
dertaken to show off the stu
dents ability; within certain limits
this showing off is legitimate. Yet
showing off ability is far less impor-
tant than developing it. We must not
forget that at this age children are
unusually self-conscious. Everything
that emphasizes this self-consciousness
should be avoided. Ii they can be made
to forget themselves in the enterprise
they are furthering, very good; but II
they are led only to greater self-con-
seriousness, they become either prig-
gish. conceited, or more hopelessly |
awkard If we start an enterprise to
show the world what our pupils can do
rather than for the mental development.
of the pupils. we are fostering this |
self-consciousness in them and burden
ing ourselves with unnecessary re-
sponsibility When I, as teacher OF
English, though it incumbent on me to !
train groups Of BOYS and girls for
plays to be given before audiences
from outside the school, | found my
self boosting, trying to make finished
actors out of them; but when con-
fined my histrionic drill to just what
the actors could do easily in class
room and do the Suggesting largely
themselves, found that all the class
not few gifted ones only, got great
deal Of drill out of the exercise.
did not want visitors for these recita-
lions, for their presence only aroused
he self-consciousnes that | was try
ing to make the student forget. So
every play was read on our feet with
amateur efforts at acting out the emo
ion. After such a tryout, as it really
vas, those really gifted for acting
,ould be selected for special presen-
alton of an act or scene. This is far
rom being a SNOWY exercise, but it has
ne advantage of making the drama
more real to the reader, and of putting
N his shoulders the task of thinking j.
low such emotion should be shown, or
n what space and with what accom-
,animent each action should be given.
again these exercises should have Jlt
icious guidance. The student sh )Ild
AXE the initiative and feel the respon-
ibilty; but the teacher can suggest
ettings or arrangements of school
lrniture, or give hints as to the proper
Sc of the voice, and by his own read
lg of important passages show how :
re emotion can be brought out.
In all school activities the drill of