Methods of teaching in high schools . lf inorder to avoid a repetitionof the ridicule. It is truethat such methods are ofteneffective in securing atten-tion and effort on the partof the student, but attentionsecured in this way is likelyto be forced and divided, andhence relatively ineffectiveas compared with sponta-neous attention. If somemeans of arousing the lattercan be devised, it would bebetter to omit sarcasm andridicule. Moreover, the un-happiness which these causemost students to suffer andthe unfriendly relations whichthey tend to establish betweenteacher and students furnish additio
Methods of teaching in high schools . lf inorder to avoid a repetitionof the ridicule. It is truethat such methods are ofteneffective in securing atten-tion and effort on the partof the student, but attentionsecured in this way is likelyto be forced and divided, andhence relatively ineffectiveas compared with sponta-neous attention. If somemeans of arousing the lattercan be devised, it would bebetter to omit sarcasm andridicule. Moreover, the un-happiness which these causemost students to suffer andthe unfriendly relations whichthey tend to establish betweenteacher and students furnish additional reasons for avoidingtheir use under ordinary circumstances. Certain mild formsof good-humored ridicule, in which the lazy or careless stu-dent becomes the object, for the moment, of mild, friendlybantering by the teacher, would be the exceptions to thegeneral rule of eliminating ridicule as a stimulus to attention. Emulation used by the Jesuits as described above. — Thetransition from the use of the fear of physical pain to the. A FRENCH SCHOOL ABOUT 1628 Note the convenient bunch of switches, ready to give a blow for each mistake. After Cubberly 350 TEACHING IN HIGH SCHOOLS .use of emulation represents a definite historical advanceand was so regarded by the two large systems that usedejnulation extensively ; namely, that of the Jesuits {i 540), dis-cussed above, and the Lancasterian monitorial system, whichwas adopted extensively in the large cities in the UnitedStates from 1805 to 1830. This system used an elaboratescheme of medals, tickets, and prizes, of which there arc stillsome survivals in our schools. In view of the long evaluationof the use of emulation given above (pp. 345-348), nothingfurther need be said here concerning it. Higher instinctive appeals utilized recently. — We nowcome to a long list of instincts which began to be consideredas the basis of attention during the educational reforms thatdeveloped in the later eighteenth and in the nineteenth centur
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