plan do many teachers go wrong?

3. Who must lead in the teaching process--teachers or pupils? Why?

4. What is the highest art in teaching?

5. Who should do most of the talking--pupils or teacher?

6. Why should a teacher work with pupils out of the class hour as well
as in it?

7. What should be the teacher's attitude toward caprice or toward
viciousness?

8. Should the teacher aim at a few things or many? Why?

Lesson 4

What the Pupil Should Do

#26. The Pupil's Part.#--The part the pupil takes in the act of
learning is all-important. The success of the recitation is in a large
degree conditioned by the attitude of the pupil. He must be organized
and directed by the teacher for the process of instruction. What the
pupil will do in the recitation is conditioned upon the skill and
power of the teacher. When the pupil fails to do what he should do the
fault usually lies with the teacher. The pupil does that which the
teacher stimulates him to do.

#27.# The pupil should approach the recitation _willingly and gladly_.
The pupil who is in class against his will is a difficult pupil to
teach, and it is doubtful whether or not any lasting good results from
enforced attendance. Parents should not overlook this fact, and
teachers will find here a hint of unusual significance. This willing,
joyous approach to the lesson is conditioned upon at least four
things: (a) the preparation of the lesson by the pupil in advance; (b)
the absence of other appeals more enticing to the interest of the
pupils; (c) the quality of teaching power and skill exercised by the
teacher; (d) the spirit of good-will and of kindly concern that rules
the school as a whole.

#28. The Pupil's Preparation.#--From the smaller pupils no formal
preparation can be demanded in advance. But for all, the lesson should
be read, either by the pupil or by some one in the home, prior to the
time of the recitation. It is a good plan to indicate briefly the week
preceding just what leading ideas and incidents the pupils should
master before the recitation occurs. There are many indirect acts that
the pupil may perform during the week that may fittingly be regarded
as preparation for the lesson; such as visits to the sick, efforts to
bring new members to the class, incidents of the week which made a
marked impression for good, and kindred matters. These can all be
touched upon by the teacher by judicious questioning, and in this way,
at the ope