194 PHYSIOLOGY 



know a few things about it. Then see that you are 

 interested in the way that your pupils take hold of it. 

 Vary your method. There is nothing so deadly as 

 monotony. Do the unexpected, not by way of torment- 

 ing your pupils with unexpected quizzes full of catch 

 questions, but by way of illuminating the subject. I 

 once heard a little girl exclaim as she left a classroom: 

 " I like to come to this class. It is like a play ; I 

 don't know what is going to happen next." And yet 

 good hard work was done in that class. It was not 

 simply an entertainment provided by the teacher. 

 Too much of that is done, and it is an unprofitable 

 proceeding. 



Use the inductive method. Ask questions and ask 

 them well. There is no asset so valuable to the teacher 

 as the ability to ask good questions, and the instinct, or 

 knowledge of her pupils, which leads her to ask the right 

 question, at the right time, of the right pupil. By 

 judicious questioning the amount that is told him may 

 be reduced to a minimum. 



A teacher who tells a pupil anything that he can find 

 out for himself deprives him of two rights, the joy of 

 discovery and the grasp of the fact that comes with 

 discovery. Before one really knows a thing one's own 

 mind must discover it. The questions should make the 

 pupil think, should force him to keep the relationship 

 of details in his mind and make broader and broader 

 comparisons. It is possible to rob the examination of all 

 its terrors if the pupil is made to understand that the 

 object of questioning is not to find out what he knows, 

 but by extending the viewpoint from details to a com- 



