ation. The rest | Every "pony" user is
| of the time is spent on| soon caught, because
| questions of syntax, | he is asked so many
| references, footnotes, | questions on each
| and the identification | sentence. There is a
| of the of the real and | distinct relief when
| mythological characters| the hour is over because
| in the text. The | he is constantly at you.
| teacher is animated and| "Will I take the next
| effective. | course in Latin? Not
| | unless I must. This is
| | prescribed work. It
| | can't end too soon for
| | me, nor for the others
| | in the class."

The student of scientific and statistical measurements in education
may object to attaching any importance to these informal
characterizations of college teachers by undergraduates. College
teachers interested in the pedagogical aspects of their subject, and
college administrators who spend time observing class instruction will
concede that these young men were not at all unfortunate in their
teachers. The significance of these characterizations is not that
college teachers vary in teaching efficiency, but rather that
inefficient college teaching is general, and that the causes of this
inefficiency are such as respond readily to simple remedial measures
very well known to elementary and high school teachers.

=Causes of ineffective college teaching=

It may be well to note the chief causes of ineffective college
teaching before directing attention to a remedial program:

(a) Many college teachers hold to be true the time-honored fallacy
that the only equipment for successful teaching is a thorough
knowledge of the subject. They do not stop to square their belief with
actual facts. They overlook the examples of their colleagues possessed
of undisputed scholarship who are failures in the classroom. They fail
to realize that there are psychological and pedagogical aspects of the
teaching art which demand careful organization, skilful gradation and
a happy selection of illustrations int