Herald and tribune. [volume] (Jonesborough, Tenn.) 1869-current, 1870-10-06
Practical Hints.

/. Pshaw ! What's the use of being SO
particular to have every answ a complete
and we'll formed sentence? 1t doesn't pay.
An /! doesn't it? If you have not been in
the habit of requiring such answers in re-
citation, just try it for a day and see if
you are not surprised at the miserable
work your pupils will make in trying
to express themselves completely. 1t is
one of the best of language exercises, If the
teacher is careful not to supply in the
question a form in which the answer may
be given. But, more than this, nothing
serves SO well to make an idea compre-
hended and remembered as the clear and
intelligent enunciation of it. 1t does pay
to require every answer to be a complete
and we'll formed sentence.
2. Miss S., are you not ready to go
home?" mo. I am detained by these
children" Miss s. is sitting with her
hat and cloak on, and, by the impatincc
in her manner. plainly confesses that the
tables are turned" and that she is except
inn by her scholars. If the scholars must
be detained, she had better, by far. have
kept herself busy until the law was salts
fed, and not have betrayed the fact that
she was Furnishing herself as well as them.
Frequently teachers diminish their power
by allowing personal convenience, or some
other consideration, to interfere with the
ordinary administration of the school. A
teachers power is lessened when rogues
have occasion to give thanks, that an en-
gagement does not leave time for their pro-
-. +hoH +ha fr,,alv
trance of a visitor puts amend to hostilltles.
g.. 1t is not best. BY any means, to cor
rect a mistake always Ion the spot"
There is often more good lone to a pupil
by the complete and connected statement
of an error, than by the lame and assisted
statement of the attempted truth. The
great object is to elicit independent. con-
s~ecutive and well defined thought. At
ter the statement is made, not i'll the midst
of it. is the better time to call attention to
an error. Neither is it well to tell a
scholar his mistake. unless it is plainly be-
yond his own power to discover or correct
it himself. 1t should be the province of
education to give to the mind such a dis
cipline that it may carry within itself a
regulator. as it wcre,-a power to detect
and remedy its own errors.
f.. One thing at a time, If you have
called upon Mary to r%ecite, and pretty soon
see John out of order. either have Mary
stop and wait until John is in order. or
endure his annoyance until she is through
recitinr. and then attend to him. But on
no account, even for a visitor. allow a
scholar to ~recite, unless you are able to
give your whole attention to him.
:. There are teachers who are in the
habit of keeping scholars after school for
some triaing %offense, and ~dis'nissing them
only when they Twill promise not to do so
anv more" Promises, in regard to slight
misdemeanors, should not, under any cir
cumstances. be exacted under compulsion.
6. Some teachers are busily engaged
during intermission IN reading books or
newspapers. or in embroidering or crotcht-
inc. Does it seem as if they were in
earnest to do all the good they could!
Is there no point in the lesson to come
that needs looking at? Is there nothing
about the room that ought to be seen to
for the highest success Of the school. and
now rather than after the exercises begin!
z. What shall | do with that stubborn
Indifferent boy? He seems determined
to work right against me, and to receive
as little good as possible. Is there not a
pane of glass broken in your school room!
Does not the drawer on your table need a
knob, or the lock on the door need a screw