The Cadiz Democratic sentinel. [volume] (Cadiz, Ohio) 1854-1864, 1856-02-13
educational.
D., n. Cosi1 ssntiasl.
The Normal schOOI--No. /.

The Normal School--No. l. = =
Tie object Of The Normal school Is 10 !
make better teachers. Some may be ready
70 Inquire how this is done? What iseh- !,
ties lbe Normal School possess that are FOL
possessed by other institutions? In answer
60 the first inquiry. we say, first BY making !;
them better scholars. BY meant ot more
lhoroa sh drills. ami frequent and ample re-
siews oi the common branches. Secondly.
by prof ssiona training in the science and
art OF teaching.
The first Of these exercisee, (viz; The
erin, and reviews. are conducted on the
moss philosoph cal and approved plans ana
in The iIm belief that no teaching, howcV'
er accurate as to detail it may be, Is true
teaching. unless it keeps in view the order .
OF mental growth and developement, and ,
,he mental adaptation existing between the
sevc. al departments Of science and the s'etS
or grades ofmental grow h, We also main
tain that no teacher is it 10 teach in the
propet sense OF illness, uhlesS he or she Is
abe to conduct recitations without the use
of a text book during the tine Of hearing
classes.
This is evidenced most clearly in that
& general dulluess anl want of interest when
is sure to attend exercises in Glass where
The questiOns are real from the margin OF
the page By the teacher, aud the answers
10 them, Tor to SO much of them at least AS
the pupil may deem. appropriate are read
+ clandestinely by the pupil. l say ''cI"nIes-
tinely," besause tie time employed by the
teacher in huntinsup and reading the qnes'
lon-Eaving his eye au bis attention oi
L course attracted from his class offers an
/ excellent opportunity and strong temPt"'
q ton to the scholar 10 steal his answer, espe'
ciAlly where scholars are permitted 10 have
| their books in their hans, and see Nc
good reason why they shoall not have, since
the teacher sells the example.
BIT we hold that every teacher sholl,
1 bs so familiar with the subjsct to b taught,
4 that he may cone before his class III
The full consciousness OF his strength An,
ability 10 call all the knowsd sc OF his elias:
4 by questions of his own original framing
4 and to intersperse the whole with such or
Il .,insl suggestions and collateral matter
may be necessary to awaken an interes
4 snl direct the pupIlin his further nveSt
ntf. mad M
.hen be divided and distracted between
fruitIess chaise after ideas on the one han
and his elfert4 10 awaken an keep up a
interest ON the other. His IDEAS are cIa:
siGyl and we'll arranged all within hailln
4 distance, too; AMI his questions and ilI:
tratious are made to silt the time and th
u circumstances, and thus all bis energies mi
be devoted to spnited and living teac
ing.
This cannot be accomplished without the
ough preparation such as is not given
any institutions except the Normal Seho(
ii requires, therefore, more than me
knowledge Of thing in order to teach
we'll. 1t requires that we be able to tell
about ito ask all the questions about
to ask them too in such y way that
greatest alnouut OF I'll, shall be put Tor
" those answering them, and see TO
tnat thu attention Of the class is not allow
10 wander during the time OF recitation.
How often is it the case that the attent
and interest Of class are entirely II
when tie teacher comes TO the end OF
knowledge, becomes embarrassed for W
ri ideas and words, and has to refer tt
text book in order to refresh his memo
II ruins the habits and meatal developer
ef pupils But let him come before
class fully conscious of a thorough prep
zion, and confident OF his ability to tea
though with ut AFRO sauce, and this co
dsnce will beset q similar feeling IN
minds Of his pupils, and they will res
and love him for his strenth.
"knowkdge is power, said LORD Ba
bat Solomon said the same long before
did. and the more man has of it the .
potent will be lhe influence he will be
10 WELD over the habit, heads and heart
his pupils.
J. OGDEN, Eopedale.