Belmont chronicle. [volume] (St. Clairsville, Ohio) 1855-1973, 1870-05-12

must enter into sympathy with MN SO
as to understand his nature, his weak
aesses, and his trials, and make all due
allowance fer them.
3. Ii the teacher would secure atten-
ton, he must be accurately and aound-
antly prepared; for no teacher can teach
all he knows, and the moment teacher
approaches the limit of his preparation,
he shows his weakness and embarrass-
ment, the child detects IL, and he Is
gone.
4. Improve well the circumstances
which surround the daily life OF the
child. for YOU must here gather your
best illustrations. Teachers can do this
if they are industrious, and VIII Keep
their .'Sunday-school spectacles on"
5. Give the children frequent changes
of posture to relieve them. Study to do
this especially in infant classes. Give
much freedom of motion and gesture
to the little ones. If they speak of God
and heaven, let them point ard look
upward in harmony, aud thus teach
them in Il reverent manner TO act out
their words and feelings.
6. Simultaneous -oding and osmaklng
of ellipses, leaving the children to ill IN
a word at the close of the sentence or
III,
Z. decentralization is very impor ant To
gain the attention. The scholar must
give attention to be prepared for the eX
pected review. Therefore always ask
In detail, in order TO see that all Is under
stood. Nc child or man ever takes
pains to grasp subject, so as to fasten
it on his memory, unless he expects TO
be called upon for it, or in some way 10
find use for it hereafter. We cannot
retain in our minds isolated or abstract
knowledge. Todd beautifully say: ASK
child if he knows what whiteness Is,
and be will tell you no, ask him II he
knows what white wall or paper IS,
and he knows at once. Ask him II ne
knows what hardness is, and he VIII
only stare at YOU: but ask him if 1t
knows what hard wall, or hard hand =,
or hard apple is, and he will tell you at
once.n Connect the lesson with prevl :
Gus knowledge, and take great care to
sustain the lesson with abundant re
sources; ior if it is once lost,it is very
difficult thing to regain it on the same
lesson.
s. Pictorial power. Word-painting
by the aid of the imagination and ample
details; the power of describing scenes
and incidents, so as to appear real 10
the child's imagination, will assists you
in gaining his attention. If you VIII
dwell on all the little details OF a TACT
clearly, you will be graghic in pictur-
ing it out in words; and without these
details, the teacher may sometimes be
very graphic with children, even In the
simple act of reading with sultaole
emotion, emphasis, and action. SAD
little girl,-"Oh, father, Mr. f.. the
-, DI.F oh nf
lation in church to-day, and it was just
as if he had taken pencil anu paper
and pictured it right out before US" IL
is St. Johns elegant. description of the
Holy City. =.
8. Avoid a stereotyped or routine
mode of teaching. If ever so good,
strive to improve it,vsry it and freshen
it up in some way, and thus keep each
child expecting something.
10. Awaken curiosity, Archbishop
Whately says: Curiosity is the parent
lofat.ention; and a teacher has no more
right to expect success from those VINO
have no curiosity to learn, then a nus
bandman has who so"s a. field without
blowing it," Duly regard their love OF
approbotion by cherishing their self
respect; and you would retain atten-
ton, patiently cultivate their lnqulsi-
tiveness, for it will prove cue of the
grateful rewards for your kindness:
Saws an old writer: The general
occupation of infancy is to inquire;
Education directs their inquiries" :"
Therefore bear patiently with your little
ones, and answer all their endless
questionings. Do not rashly check the
rising spirit of free inquiry with an I'M
patient word 70 frown. Says the poet:
.Answer all child questions, and ask others
as simple
As its own. yet wisely framed
To waken and prove the young child tacultles,
| As though its mind was some sweet instrument,
| And YOU with breath and touch were nndlng
out
What stops and keys would yield the sweetest
| music
| II Educational Gazette.