The Emporia news. [volume] (Emporia, Kan.) 1859-1881, 1864-02-20
BIack-Boards.

Nothing in modern times has been intro
duced into schools of greater value than
the simple blackboard Few things are
more grateful to the eye of thorough
teacher, than a generous allowance of this
important article. 1t is his work to plant
principles in the mind of the pupil. For
this purpose he must present them in a
greater variety of forms, and with greater
minuteness of detail, than are admissible
in text book. Principles should 8be de-
monstrated without any reference to text
book. 1t is not to be inferred that the pu-
pill should not study his lesson beforehand
this he should do with the greatest care,
not, however, that he may commit rules to
memory, by which he may perform certain
examples, but that he may learn the princi
pies upon which the rules are founded
Teacher and pupil should be independent
of the book. The teacher, of course, is to
be perfectly familiar with what he teaches,
and not tied TO his books. After sufficient
ly explaining the subject that may be under
consideration, each member of the class
should be required to demonstrate the sub
ject for himself on the board This exeT-
else will Jfr the principle in the mind. This
is driving the nail and clinching it.
Every individual that is studying arith-
metic, should be required to go to tie board
till be learns hosg to talk-to give the why's
and wherefOres. without prompting from
any source. Principles must be mastered
before they win be of any real service,
and when that is accomplished their appli-
cation will be easy. Very many scholars
have a great dislike of this black board
practice. l know it is very unpleasant for
a careless or indolent scholar to march to
the board and give such illustrations of stu
pidity, as undoubtedly lie would, but the
diligent student will soon acquire conf
dence, and be rather pleased than otherwise
with the exercise.
In many school rooms we find a little
two and half by by three feet board, occa-
sionally hung up for the use of the teacher.
1t is not supposed that the scholar has any
thing to DO with it, and the teacher only
very rarely. This is all wrong Each class
in arithmetic needs daily drfl at the black
board. Many teachers go themselves to
the board and require the class to tell them
how to perform the example. This is all
very pleasant but it utterly fails in securing
that thoroughness which would be secured
in throwing the pupil upon his own re-
sources to work out the example, and give
his own explanation. But the black board
is not only an invaluable auxiliary to the
teacher in teaching arithmetic, algebra, &C.,
but also in geography and grammar. Both
of these studies are regarded as dull, unin-
teresting and unintelligiDle. Multitudes
pour over grammar term after tarm without
the slightest idea of its design. They can
say 81 love, you love, he es''-they can
parse short and easy sentences, yet derive
no practical advantages whatever. This
mode of studying grammar is nothing but a
nuisance. The ingenious teacher, with the
aid of the black board, will make even gram
mar an exceedingly interesting, as well as
profitable study. But will not prolong
these remarks further The live teacher
will know what to do with large black
board. G. c. NJ.