Year: 1879


who fails to awaken in his pupils that
interest and spirit which will lead them
to investigate subject carefully and to
think patiently. A prominent aim of
the instructor should be to teach his
pupils how to study, and encourage
them to surmount difficulties. But it is
too often the case that the teacher does
that for pupil which he ought to do
for himself. This may be much easier
for the teacher, but it is not for the
scholars best good. It will not educate
nor will it awaken thought. The true
way is to lead and encourage pupils to
rely upon their own powers and resource
lfs31Has


Let the teacher never forget that it is
not what he does for his pupils SO much
as what he induces them to do for them
selves, that will prove truly beneficial
and helpful to them. Let him, in view
of this, seek to inspire them with conf
dence in their own powers and resources.
Let them be made to feel that they can
do. and in most cases they will do. But
care should be taken not to leave them
to feel discouraged. Let them be cheer
ed by kind words while they are requir-
ed to make further effort. A few kind
words, or little indirect help, pleas
antly given, will accomplish wonders +;
while cold repulse. or aid reluctantly
or sourly given, will dishearten. John,
for instance, goes to his teacher and
says,-"Will you please to show me
how to perform this example? 1 don't
understand ii" ''No," says the teach
er tartly, "study it out for yourself;
you don't need any help" John passes
to his seat, feeling dispirited, ,-repulsed
by one who ought to be his friend and
helper. He has no heart to apply him.
self with earnestness to his work, and
so when called to recite he makes a
failure, and is severely censured by his
teacher. He becomes discouraged, and
loses interest in his school and its les
sons.


William has different teacher; no
more accomplished than Johns, but
he is full of love for his work and
full of sympathy for his pupils. He
understands human nature, and boy-na-
ture in particular, and inspires all under
his care with a spirit of confidence and
self-reliancc. William approaches him
~I r~l;t-ly -~a-~rtn old IN enluing y
problem. He is received in friendly
manner. The teacher carefully reads
the example. giving all proper emphasis
and expression. The very reading i'm
parts little light. In pleasant and
encouraging tones the teacher says,
"William, this example is not so plain
and simple as many others, but I think
with little patient thought you will
get it right. Read it over very care
fully and ascertain just what it means,
and think you will get at the proper
solution; if not, come to me again
William passes to his desk with a light
heart. He feels strengthened and en-
couraged by his teachers kind manner
%and pleasant words. With earnestness
he applies himself to the example, and
soon all becomes clear. He has not only
solved the given problem, but he has
gained confidence and power which will
be of future help. He has taken step
in developing his thinking-powers and
gained in self-reliance, while his teacher
has shown his skill by inspiring him to
persevere.


Let it not be forgotten that every
effort which will tend to develop and
bring into activity the pupils mental
resources, will prove of far greater i'm
portance than the formal hearing of set
lessons. See to it, teacher, that your
pupils learn how to study and to think,
and then they will acquire knowledge
So far as possible encourage them to
get clear and accurate understanding
of the subject under consideration, and
then require them to express theil
thoughts and views in their own words
Pupils who have learned how to study
and think, and to give proper expression
to their ideas, have made great advance.
ment in education, though their studie:
be few or many.-N. b. Journal Of Ed
atcatl09.