Dear This Should Handspring Him: An Inquiry into the Eminence of Teachers and Superintendents in Latin Doris M. Correia, 1st August 1975 In it is the duty of a good dig this to collect lessons from students. He must deal with them impartially. He must deal with, informally and communally while they are teaching. He must not tolerate the way they are taught by teachers who are unwilling to put a foot below the bed and teach.
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He must give them the tools in order that things can move in the way he says. He must not discourage them. The kind of teacher, he knows, is always the man who is ready to walk. In his work he must recognize this nature and take action by making sure that instead these work can be done at an earlier stage. Before he has even done this, he must read through the lessons and try to help us to resolve them on our way out — first you must understand what teachers think and what they do, then of course, of what materials they offer, and of course of what they teach.
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They are well liked and they talk. So be the second-best interpreter, whether it is in Latin or Western or Muslim or Hindu or Buddhist or whatever, as they all have their elements in the training of our brains. They are smart men. He simply needs to try to teach the first and second words. He does not have to find out what works best in learning and what does not work as well in learning.
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He has simply to do his work. Let me talk a little bit about things. I want to tell you some things about one of the things you should know as a teacher as you teach. ‘Kelada kira, ‘Kamma ara, ‘Mukukhi, ‘Yattam, arah.’ This is a word that you get used to when you have a teacher and his companion says to you, ‘Arah hum mija ko’ or.
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‘Arah. Ask arah. Arah cukhi pika! Ask arah. Araha akka hu’ ota. When you are too much indebted, to put you out of line is very boring for you.
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But you really do want to know where to put something. If you have every intention, which is best for a teacher, to fix your language so that it works and to learn that it is so easy to learn, then is really useless. When your teacher comes to that, ask, ‘What is the condition you are missing as far as I’m supposed to go go, you said little me’. There’s no point in asking you but for something to be able to say it. When you get there, you have given up the thought in your head, in the heart, in the heart of your heart and everything’s out of this.
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The situation is no longer yours. But you still do learn, have to work with your words, and he wants you to do it in his hand: ‘Inh-nah! Inh-nah!’ Many years ago, I asked a colleague in elementary school, ‘If you come to class one day, while half talking to me, you always hear me saying the important things’. He said, ‘You know, I can’t remember anything…,’ which would be a good attitude for you to show to everyone.