The hearing of lessons is a subject that deserves a great deal of
consideration. It is an old formal name for what has been often an
antiquated mechanical exercise. A great deal more trouble is expended
now on the manner of questioning and "hearing" the lessons; but even yet
it may be done too formally, as a mere function, or in a way that kills
the interest, or in a manner that alarms--with a mysterious face as if
setting traps, or with questions that are easy and obvious to ask, but
for children almost impossible to answer. Children do not usually give
direct answers to simple questions. Experience seems to have taught them
that appearances are deceptive in this matter, and they look about for
the spring by which the trap works before they will touch the bait. It
is a pity to set traps, because it destroys confidence, and children's
confidence in such matters as lessons is hard to win.
The question of aids to study by stimulants is a difficult one. On the
one hand it seems to some educators a fundamental law that reward should
follow right-doing and effort, and so no doubt it is; but the reward
within one's own mind and soul is one thing and the calf-bound book is
another--scarcely even a symbol of the first, because they are not
always obtained by the same students.
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