Can enthusiasm result if there is a lack of joy in one's work? If
there is a deficiency of physical strength? If there is a poor knowledge
of the subject?
17. What causes historical facts to seem commonplace?
18. What elements should be emphasized in history to make it seem alive
with meaning?
19. What principle of the drama comes into play in teaching, when a
teacher desires to invest the subject with life?
20. What advantages are there in having variety in one's plans?
21. Why should one avoid the sensational in school work? What are the
characteristics of sensationalism? Is the fact that a class is unusually
aroused a reason for decrying a method as sensational?
22. With what spirit should a teacher prepare to teach about the
thirteen colonies?
23. Why should a teacher have great joy in the teaching of science?
24. Is interest in a subject as an abstract science likely to be an
adequate interest? If so, is it the best sort of interest? Why?
25. From what should interest start, and in what should it function?
26. Summarize the ways in which the artist teacher will show herself the
artist.
CHAPTER XIV
THE TEACHER AS AN IDEAL
=Responsibility of the exemplar.=--If the teacher could be convinced
that each of her pupils is to become a replica of herself, she would
more fully appreciate the responsibilities of her position. At first
flush, she might feel flattered; but when she came into a full
realization of the magnitude of the responsibility, she would probably
seek release.
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