The Jackson standard. [volume] (Jackson C.H., Ohio) 1847-1888, 1855-01-04
From the Ohio School Journal.
THE TEACHER IN THE SCHOOL
ROOM.


that each of his pupils has, ordinarily,
an equal claim upon his time and atten-
ton. Generally speaking, probably,
there arr not more than three hundred
minutes, in the school day. during which
the teacher can give instruction. In a
school room of forty scholars, then, he
can give only seven and half minutes to
each. From this, and other considera-
tons the propriety of the following sug
gestions will be easily seen:
| I, Classify, as far as possible, all the
pupils in the school, and in every study.
Not only in reading and spelling, but in
arithmetic. geography and grammar
Ten or fifteen pupils may be profted by
the sa me explanation, or by an illus
traton on the black board, or otherwise,
as well as one.
g. Have as few classes as possible, that
as much time as is practicable may be
given to the recitation or exercise of each
class In reading, spelling, and some
other branches, it is desirable that all the
members of class be furnished with
books of the same kind ; but this is not
indispensable in all the studies. In geog-
raphy or arithmetic, for example, if you
have several scholars of nearly the same
grade Of advancement. and entire uni
formiLy of books can not be secured. it
is better still to have them in one class, to
have the subject assigned to them. and
let them study from their different books
and recite and be instructed together
rather than form two or three small class
es. This may be often pursued with
good results, especially when somewhat
advanced, as any intelligent teacher can
easily reconcile the apparent discrepan.
cies between the works Of different au-
thors on the same subject; and, in ge-
ography, if the teacher uses the outline
maps, or in arithmetic, if he makes free
use of the black board, he will find that
different textbooks on the same subject
are often an advantage, rather than 9th,
erwise
3. AS far as possible give your entire
attention TO the class while reading or re-
citing. No pupil should be allowed, un
der any ordinary circumstances to inter
rupt the teacher, while he is hearing a
recitation orinstructing class, by asking
permission to speak or leave his seat
and any disturbance. made at such time,
should be regarded as a much more seri-
Gus offense than if it occurred when the
teacher was not thus occupied.
AS often as convenient, seek oppor-
tunities for communicating general in
structon on important topics, to the whole
school. Such general exercises should
be short and confined to single subject,
or a few related topics, and it should be
the aim to secure the entire attention of
the school during the lecture. This mode
of communicating instruction is highly
important as a means of preparing pupils
to gain information through the ear, in
subsequent life, from conversation, lee
lures, addresses, sermons, etc.
5. AS no scholar should be permitted
to attend school without giving some at
tention. every day, to spelling and read.
ing, so all should be instructed in arith-
metc in some form: in mental arthme.
tic if not in written. The yougest pupils
should be taught to count and 10 number,
then to add and subtract, multiply and
divide, commencing with sensible objects;
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be made acquainted with notation and
Enumeration, and the mode of performing
the fundamental operations in written
arithmetic and those the most advanced
in the study, should be frequently and
thoroughly questioned on the definitions
and rules, and exercised in the solution
of examples mentally and on the black
board.
During the school day, much effort
will be needed on the part of the teacher,
to give the exercises such variety and in
terest as to command the attention of the
school. For this purpose, his plans and
modes must of course be somewhat fire.
quenty varied. The smaller should have
some concert exercises. as repeating the
names of the seasons, the days OF the
week, the months, etc,-the points of the
compass the names of the town, county
and state in which they live. and other
facts in geography; counting, numbering
and the addition and multiplication tables,
etc. The older pupils should also have
some concert exercises in arithmetic, ge'
ography, history, and other studies To
awaken interest in spelling, the younger
pupils should occasionally spell number
of common words, to be dictated by The
teacher, such as kniie, fire, rriSt, iong"c;
or they should be allowed to mention and
spell the names of familiar objects, such
as the articles in school room, or furni-
ture at home, or the different kinds OF
food or fruits they eat, the garments they
wear, etc. The olderpupils should some
times write on states the words prononn
ced by the teacher and for this purpose a
similar course to that above named may
be pursued 1t should always be borne
in mind by the teacher, that the great OBJ
iect in attending to spelling, is to acquire
! the ability to ,Orite words correctly Dc.
casionally, if thought proper the scholars
might be allowed to CHOOSE sides and
spend the last half hour Of Friday or Sat
urday in spelling in that manner.
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