He is also obliged to resort to arts which are certainly not very honorable to conceal his ignorance.
A scholar, for example, brings him a sum in arithmetic which he does not know how to perform.

This may be the case with a most excellent teacher, and one well qualified for his business.

In order to be successful as a teacher, it is not necessary to understand every thing.

Instead, however, of saying frankly, "I do not understand that example; I will examine it," he looks at it embarrassed and perplexed, not knowing how he shall escape the exposure of his ignorance.

His first thought is to give some general directions to the pupil, and send him to his seat to make a new experiment, hoping that in some way or other, he scarcely knows how, he will get through; and, at any rate, if he should not, the teacher thinks that he himself at least gains time by the manoeuvre, and he is glad to postpone his trouble, though he knows it must soon return.
All efforts to conceal ignorance, and all affectation of knowledge not possessed, are as unwise as they are dishonest.