p. 26 | Methods | AdventAI

Review and Herald Publishing Association · Takoma Park Station, Washington, D.C. · Jul 2, 1908

Methods

Assigning Lessons

MANY teachers fail in this department. Judging of the difficulty of the lesson by the ease with which they can acquire it, even in a text-book new to themselves, they not unfrequently assign more than can possibly be learned by the children. They forget that by long discipline of mind, and by the aid of much previously acquired knowledge, the lesson becomes comparatively easy to them; they forget, too, the toil a similar lesson cost them when they were children. Now the effect of poorly learning a lesson is most ruinous to the mind of a child. He, by the habit of missing, comes to think it a small thing to fail at recitation. He loses his self-respect. He loses all regard for his reputation as a scholar. It is truly deplorable to see a child fail in a lesson with indifference. Besides, the attempt to acquire

an unreasonable lesson, induces a superficial habit of study,—a skimming over the surface of things. The child studies, that he may live through the recitation; not that he may learn and remember. He passes thus through a book, and thinks himself wise while he is yet a fool,—a mistake that is no less common than fatal.

The motto of the wise teacher should be, “Not how much, but how well.” He should always ask, Is it possible that the child can master this lesson, and probable that he will? It is better that a class should make but very slow progress for several weeks, if they but acquire the habit of careful study and a pride of good scholarship,—a dread of failure,—than that they should ramble over a whole field, firing at random, missing oftener than they hit the mark, and acquiring a stupid indifference to their reputation as marksmen, and a prodigal disregard of their waste of ammunition, and their loss of the game.

In assigning lessons, the importance of good habits of study should be considered, and the lessons given accordingly. At the commencement of a term, the lessons should always be short, till the ability of the pupils is well understood, and their habits as good students are established. As the term progresses, they can be gradually lengthened as the capacity of the class will warrant, or their own desire will demand. It is frequently judicious to consult the class about the length of the lessons, though of course their judgment can not always be relied on; for they are almost always ready to undertake more than they can well perform. Assigning, however, somewhat less than they propose, will take from them all excuse for failure. When the lesson is given, a failure should be looked upon as a culpable dereliction of duty, as incompatible with a good conscience as it is with good scholarship. This high ground can not be taken, however, unless the teacher has been very judicious in the assignment of the lesson.—Page.