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Show 1 I GOOD TEACHING AND EDUCATION s By THOMAS ARKLE CLARK Dean of Men, University of Illinois. No one believes more than I do In the desirability of having good teaching teach-ing in our schools and colleges and ' i- 110 one n,oro than f 1 ilepl"res the fact ' 9 tlmt so many of I those engaged In fi-i&j. I teaching are not Jtss--.9 adequately pre-'s pre-'s f'a pared and not es-yfe es-yfe f "Ti pecially interest ed A kj,. .vfrS.H And yet I am con-f con-f T 3 i Sliced that the In- tollectual progress k Jy Ma'aw of a child or a youth depends far more upon his own interest and persistence per-sistence anil determination to improve his mind than it does upon the sort of teachers he has. A poor teacher may even be a stimulus to greater effort ef-fort upon the part of a student than otherwise and may result in his great er self-reliance and Independence of thought. Before I attempted to gain entrance into college I bad but one teacher who had ever progressed farther than the " grammar school before beginning to teach, and while in college I was under un-der the instruction of but one man who had ever earned in course a higher high-er than the bachelor's degree, and yet I cannot feel that -I was particularly particu-larly handicapped. I might be much wiser today than I now am if I had had better teachers, but perhaps I should have weaker powers of independent inde-pendent thought. Brown was in to see me a few weeks ago concerning the scholastic progress of his son. The boy isn't getting on well and the father thinks that the cause of his son's mediocre accomplishment is the fact that he is being badly taught. The Intellectual road is hard for him, and no one is making it as smooth and easy as he wotdd like, and as he thinks should be done. The boy wants to be shown ; be wants to be taken by the hand and led sympathetically through the confused con-fused mazes of education. lie has no inclination to blaze his own trail, to lind his own way, to climb unassisted over the obstacles which lie in his intellectual in-tellectual path. Neither Brown nor his son assume an unusual point of view. They have the general attitude that education should he made as sim- |