Why the Socratic Method
of Teaching is So Important

Anna George de Mille

[A message to those who teach the political economy of Henry George.
Reprinted from Land and Freedom, July-August 1937]

There is one paramount thought for the teacher of the Henry George School of Social Science to place in the front of his mind and to keep there all through his whole course of instruction.

He must inspire those who are his pupils to want to emulate his action and to teach; he must train others in such a way that they will want to become trainers.

He is not playing the role of lecturer, nor does he need to build up his own position of preceptor as one in a professional teaching job must of necessity do. Although he is trying to make converts to a great truth, his work is harder still, for he must create converts who will be inspired to go forth and convert.

Some of our most gifted instructors, who most capably teach the science of Political Economy and the philosophy of Henry George because of their very brilliance and eloquence, but more particularly because of their avoidance of a simple teaching technique or patter discourage their pupils from themselves becoming teachers. Would they but hold to the Socratic method, lecture less elaborately and guide more simply, they might, when they ask their "graduates" to start new classes, meet with enthusiastic acquiescence instead of: "Oh, I could never teach this subject! I can't lecture. I'm no orator and even if I were, it would take me years to do the collateral reading to conduct a group like this!"

And so in various places the School does not grow as it should and unless every, even moderately sized class produces at least one new teacher, how can the School grow as it should? If the first class hasn't given birth to little classes, though it may continue vigorous and stalwart, its influence isn't fully achieved while it remains childless. (For oh, how this world does need those children!)

Therefore it is to be hoped that the brilliant lecturer- teacher will save his eloquence for platform and pulpit, where it is so greatly needed, and realize that his work in the Henry George School of Social Science is not only to impart a fundamental truth, but at the same time to show others how to impart it. This can be accomplished if he sets the example of holding to the simple question and answer method so clearly indicated in the "Teachers Manual."

Indeed, if all teachers thought of themselves by the names used in the HGSS of Great Britain namely "guides" or "tutors," they would without doubt make greater progress in encouraging those who have been through the course with them, to go forth into the highways and byways as instructors, and "carry on!"