The Jeffersonian. [volume] (Stroudsburg, Pa.) 1853-1911, 1855-03-15
G1ulational.
From tie Pennsylvania School Journal.
Mode of instruction.

of others: there are however teachers who
are competent IN respect to attainments,
and who yet are unable to make good
scholars. 1t is no doubt tr1e that the
faculty Of communicating is in some meas
ure natural gift which all do not pos
sess; but the remarks that | intend to
make, are not, SO much, to consider the
talent of elucidating subject, as the best
manner of turning that natural ability to
account.
There is secret in teaching whereby
some turn out sch GLARS well instructed,
while others entirely fail in accomplish
ing any valuable result. No doubt sue
cess will ever depend in this as in every
other pursuit, on the knowledge, energy,
decision, system, quick perception, and
sound good sense of the individual; yet
proper mode of instruction when adopted,
will materilly aid one of only moderate
requirements, to accomplish what he 9TH
erwise could not do.
The first remark I have to make, is,
that Teacher when hearing recitation
must have his eyes and ears about him;
if scholar finds that by sly glances at
his book-by depending on his fellows
or by any other device, he can impose on
his teacher, and make him believe that be
is acquainted with his lesson, when he
has never looked at it, is it likely that he
will apply himself to study, or know any
thing of what he has gone over at the end
of the quarter!
A teacher must not use leading ques-
tions at recitation, if he would ascer-
tain whether the scholar is prepared with
his lesson. The class comes up to recite
what they have been learning, and ought
to be ready to answer, without the words
being put into their mouths by the teach
er.
have seen scholars who would blum
der and stumble in attempting an an
swer, until the Teacher by some leading
question helped them out of the difficulty.
The effect of such aid is, that the boy or
girl will spend little time in preparing ,but
lean on the expected help, in getting
through the lesson in some way. Boys
or girls will not study as they ought, with
out the pressure of necessity; and this
pressure is brought to bear by showing
the pupil in the recitation that he cannot
by any possibility get through, unless he
knows something about it, and if it is a
failure, the consequence of that failure
must certainly follow.
When scholars are convinced that there
are but two alternatives, and that they
must either apply themselves to study, or
leave the school, the object is attained,
aud the Teacher will have no further diff
fculty in securing close application, both
at home and in the school. When every
boy finds that in reciting he is on the
stand, and has to tell what he knows
bimself, with no help to be expected, but
a perfect recitation demanded on pain of
punishment, he is in predicament from
which there is no escape, but by previ-
Gus study and thorough preparation. If
default is made, the Teacher is not to use
opprobrious terms or abusive language to
his pupil; such is unworthy of his station,
for if he expects to be treated with re-
spect by his scholars be must treat them
also with respect. The punishment he
inhicts on the idle and negligent ought
not to be of character to degrade and
bring the defaulter into contempt, but
such as is usual and suitable under the
circumstances. Keeping in after school;
columns in the Dictionary to be commit
ted to memory; marks on the blackboard,
are to be resorted to in preference to cor
poreal correction; but if these fail. then
the rod must be brought into play; and
when forced to this alternative, one good
whipping will be better than frequent
chastisement.
Scholars cannot be expected to take
pleasure in study or apply themselves
with any satisfactory result, without un'
derstandipg what they are about. When
lesson is assigned class, the Teacher
ought to explain and illustrate all diff
cultes that would be likely to arise in the
youthful mind. And when the scholar:
come to recite, the teacher must not be
content to ask whether they understand
the principle and theory of what they are
saying or doing, but call on one after the
other to exempllfy on the Diachooa'ui
and if he finds it necessary again to H.
lustrate or demonstrate the principle, he
ought to call on the pupils to go over
what he has been obliged to do. in order
to satisfy himself that they do in reality
understand it.
A perfect recitation, is not the recitinl
of the very words of the book, but afford
ing undeniable evidence, that the scholar
has studied bis lesson well, and can tel
in his own words the substance of thu
author, and also show its application.
The best mode Of teaching the differ
ent branches is not fully settled;-on'
t gentleman adopts one plan which D. b,
prefers, and another different one; II boti
make their pupils good scholars, no iaul
f will be found with either; after all, ex
: perience is the best test OF any plan, ye
., there are some modes which have bee
fully tested, aud are therefore worthy Q
consideration.
, Instruction in every branch ought I
j be given with reference to It's practices