The daily worker., 1925-10-31

NEW YORK, OCT. 5V.--Ine proDleh
OF teaching adult workers in nigh
school classes is technical and or
ganizational question that agitproI
(, directors and teachers OF our classes
all over the country are up against
at the present time. Educational
work is beginning, altho slowly, due
tn the convention, and the reorgan-
ization of the party But our educa-
tionaI work is going to be one OF the
chief means of achieving the Bolshey-
ization of the party. Unless we polit
;calize our teaching, it becomes not
merely useless, but positively danger
Gus.
Wor<ina Glass Education.
Our aim is not to help the worker
coming to our classes to make up for
a lack of culture. Our party member
or sympathizer hasn't selfish aim
To urge him on, such as hope for
advancement, love of learning for its
own sake, or the like. The difficulties
facing him and us are very great, and
it is almost miracle that we accom-
pIish as much as we do. shall
enumerate but few Of the difficulties
we must consider.
After a hard days work, the
worker-student is too tired for very
effective studying. His vocabulary is
often poor, courage and self-conh-
dence are lacking. He hasn't had
change to develop the habit of study
ing. and abstract thinking comes with
some effort. The difficulty of sum
marking rapidly, of getting the CEN
trail thot of page or discussion, OF
taking notes, of reviewing, ETC., must
be taken into account by the teacher
or class leader. Most workers have
no facilities for home study "a quiet
corner. time, books, and the hke),
especially If they are active in the
PARTY, their shop, and their union.
And we must remember that most OF
those coming to our classes are at
the same time among the most active
members in the movement. The small
amount of general education most
workers have, and the natural dis
inclination on the part Of adults to
exert the mental effort needed for
study, help to increase the difficulties
facing the instructor. These are but
a few of his troubles, and yet they
are enough to put teaching methods
on the order of business for special
consideration and for radical revision.
Lecture Method Faulty.
Our teaching methods (and these
thoughts are not only for the teacher;
the student who sees in them a way
out must insist on the teacher Of his
class giving some thought to them,
and some triall must consider wheth-
er the old lecture method is not ready
for the discard. 1t is a fine way for
the teacher to learn his subject. Our
purpose is not to provide laboratory
for the perfection Of the teachers
art. We don't dispense knowledge;
we try to help our comrades use
their brains, think out problems for
themselves and finally to put their
thoughts into clear language. There
fore the lecture method should be
used sparingly, if at all. Cut and
dried lectures poured into the brain
pan don't ,germinate and bear thought
They result in the mouthing of glib
phrases and stereotyped formulas,
which disable us in new situation
or an unexpected attack.
When the lecture is absolutely me-
cessary, land it sometimes is, to give
information not otherwise easily
attainable), it should be short, in
formal, and must permit Interruptions
in the way of questions, brief, re-
levant discussion or disagreement,
etc. The argument that it breaks the
train of thought of the teacher, that
il prevents him from making beauti-
fully rounded and polished oration,
must be given short shrift. The lee
ture should be self-contained, giving
only the nacassarv faofa and cho,,Id