The
exercise may be infinitely varied, and yet the object of the whole may
be to make _perfectly familiar_, and to fix forever in the mind the
distinction explained.
These two points seem to me to be fundamental, so far as assisting
pupils through the difficulties which lie in their way is concerned.
Diminish the difficulties as far as is necessary by shortening and
simplifying the steps, and make thorough work as you go on. These
principles, carried steadily into practice, will be effectual in leading
any mind through any difficulties which may occur. And though they can
not, perhaps, be fully applied to every mind in a large school, yet they
can be so far acted upon in reference to the whole mass as to accomplish
the object for a very large majority.
3. _General cautions_. A few miscellaneous suggestions, which we shall
include under this head, will conclude this chapter.
(1.) Never do any thing _for_ a scholar, but teach him to do it for
himself. How many cases occur in the schools of our country where the
boy brings his slate to the teacher, saying he can not do a certain sum.
The teacher takes the slate and pencil, performs the work in silence,
brings the result, and returns the slate to the hands of his pupil, who
walks off to his seat, and goes to work on the next example, perfectly
satisfied with the manner in which he is passing on. A man who has not
done this a hundred times himself will hardly believe it possible that
such a practice can prevail, it is so evidently a mere waste of time
both for master and scholar.
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