The Emporia news. [volume] (Emporia, Kan.) 1859-1881, 1867-12-06

study ILLUSTRATED Show how the teacher
Emay lead bis Pupils to dishonesty? How Dc
J men learn to be dishonest2
Should pupils recite standing or sittine F.?
Promptly or slOwly2 Distinctly or d-ubtfulIy ?
NhYf In whole or fragmenIary ssntc noes ?
What eonnee ion between thought aRd Ian :
guage7
What is meant by direct instruction? Give
q clear illustration. By indirect instruction.
hhleh lszlnte nhoRaif s...--s as
Msnti9n six important things which NAV be
TAUGHT lndueetiSf What shall the teacher dc
in each of these eases7
oaght the teacher to give much instruetion
IN the class on subjects aside from the lesson
what Is the dapgrr2 In view of this what
kind OF illustration sho-id be used p Shall !,
be such as requires explanation7
How much explanation should be given in
tthe1elass ON each subject2 Much explanation
lre9unes7 the pupil to use that faculty -onl vi
Takes away from the pupil what necess AIRY
stimu'us? What is the law of growth in
streagth? ILLUSTRATED? ata
Should the teacher lncite the pupflsto studvf
Is it not true tha! children love knowledge
VIII at then Is necessary here9 Shall We aim
70 accomplish this by itself, or In co1naa q ~
with the other objects of recitation?
Mention some methods of melting puk,i = 10
study, Point ont SAX ways pertaining tSib.
may be attained.
How shall Lessons be assigned, questions
ASKED. and explanations given, in order to in
cite pupils to study? ssius-
q. State the merits and defects of questions read
t.Uy The teacher from the bottom OF the pace of
tn g textbook. d. such questions accom- plish
any OF the purposes of q recitation? What
ones do they fail of accomplishing? Show
how lh'y may be used for evil by the pupil.
state the merits and defects of questions
'hat suggest the answer. W hat is it to sug-
! gest the answer How many and what priT-
| eipal ways of. Going it2s Are these ouesiions
most Objectionable IN examination OF instrue-
ton? ae
Explain the Socratic method of teachin o
Is Tito be used in exami nation OF instructio n
! Iell the story of Socrates and Aristodemus
snow the value OF questions demanding for
an answer ives or no" What do they fai
OF accomplishing? Explain this Toint fully
Are such questions eUsJ useful Z -
/ Is 1t well To ask questions TO ,be answer
ed in concert? For what purpose shoulC
they be asked?, What can they not &C.
complIsh2s What can you say of the at.
IemLI 10 depend solely upon them? Ha:
II ever been tried? By whom
Is there any method of hearing rscita
tons without questions? If so. explain
it. Is II better han the method by ques
tons? When should it be used? Wher
should questions be used? s7r
State the order in which the child:
faculties are developed. Is this investi
gatien necessary for teacher? Is the
ohild's mind, in all respects like that of the
adult? Wheria alike, and wherein differ
emit? What faculties undeveloped in the
child? What is meant by this?
Has the child any knowledIe at first
Has hs physical power? Has he mora
!
science? What ara its functions? /.
the knowledgs of right and wrong pos
sessed by ali? Show what is uudeve OPP
ed and what is not, in this respect.
How is the mind first aroused to &C
IiVity? What power, then, first demand:
culture? What does the child first learn
How many avenues through which thil
t kind of knowledge reaches the mind
Show what the mind aequires through
each OF these avenues. 55y
What illustration is presented by th,
! history of Astronomy? Give the names
OF illustrious Astronomers. aud show th'
part they performed in the work.
What sources of knowledge are furnish
ed to the child in its earliest years
WHAT two adaptations are exhibited here
What is shown here of the Creators be
tnllcence? 80 -s7s
5s': MODEL school.
A Normal School IS not fully organize
until there is associated with it depart
ment. or school, 10 which the methods c
INSTRUCTION deduced in the normal elasse
can be brought to the test of actual US
! iu the school rOom.~ This department /
intended to subserve double purpose
E First. as "school Of observation" i
which. the norma. students are, fInqusn
visitors for the1purpose of beginning ia
niliar-Gith right methods ofteachiug an
: discipline These visits are sometime
formal, ia which the entire class in 1.-THE
i Dry of Teaching provided with pencil
E and note books,and accompanied by III
, Instraetorin thatsstudy attend the exsr
discs of the school, to witness the work
ing os some particular class, or the prac
: tical elucidalion of soma theory. Tn
? students are required to take notes at th
Tina of what they observe. After re
turning to their own room a full discus
.! sion of the principles evolved and meth
DDS illustrated is. maintained. TIE stu
dents are then required as the work 70
: she Succeeding tuecitstionSt to make out
complete wrirtea report of the visit an
! discussion, in the form of a sub lectur
+ or essay. These reports are read, crit
clsed. aud corrected. and then copied b
}. ihesludeuts ia their permanent note boob
for futurs references.
!. Less formal visits are made by the no
: NAL students as they have leisure time
a Two orthree of the students together, {
+ one alone, may often bs seen taking note
OF simply looking on.
!? The second purpose of this deparGmsI
: is as a school Of Practics." Il is trt
of the teaching art, as Of other vocation
5 that to thsoretieal training must be ade'
practical appliOaiousOf the principles
4 the every day work OF The profession
e trade. before success is assured.
Students q Lhe senior classes are q
IL cordingly detailed to cendues exercises
a the Model School for a length of tin