Clearfield Republican. [volume] (Clearfield, Pa.) 1851-1937, 1875-12-15

true order OF nature IN this respect.
7. Explain the terms concrete and
abstract, and give nm example Of each.
8. Give an illustration of reasoning
from the known TO tho unknown.
.. Give nm example Of the mental
process of passing from the simple to
the complex.
10. Towhat extent should the teach.
er aim TO cultivate tho use Of Language
or the power Of expression in a'reci'
tation2 t1N itl Nf
II. What valuable purposes are SUBJ
served by spending portion of reci.
tation in reviewing previous lessons ?
12. How may the power Of associa.
ton be cultivated in the recitation
Momory2 Comparison Judgment? !?
10, How. ares extent. aud accu.
racy of the,attainments Of the tspils
Itpsted in the rocitationg
~ ii. Upon what does the value Of our
knowledge depcndg
10. How are the attainments of a
class to be increased in the recit,tion ?
l6. Why houldateacher knowmuch
more of subject than he is required
to teach ~
II. How are the habits Of study OF
the pupils to be determined in the re.
citation2
Is, Why should the teacher make n
careful special preparation for each re-
citation3
10. In what should this preparation
consist?
20. What serious evils result from
the failure of teachers TO make such
preparation
81. What do you mean by a sketch
OF lesson?
%. How would you aim to correct
wrong habits Of study in pupil ?
90. Give an example Of y wrong
method of study?
"a. Why is u persistent concentra
tion of the attention necessary to pro-
ttable study?
25. What mental injuries result from
the opposite habit?
26. What is n direct question: A
leading question: Analternative ques-
tion?
81 Why should they be generally
avoided?
2s. In what way would you cult
vate scli-relance in pupilsY
20 What opportunities are present.
ed by the recitation for cultivating the
moral faculties of the pupils2
80 What should be the length of a
recitation in secondary or inferno.
diate class
81. What can you say of the value
of judicious criticism in n recitation?
32. Why should a teacher encourage
his classes?
33. For what purpose wonld you re-
quirc frequent topicgi rccitations in ad-
vancod classes?
81. How would you prevent your
pupils from reciting in the language Of
the textbooks?
80. What are the chief objections to
class records?
&c. In what smanner would you re-
quirc your classes to move to and from
the recitation? Why?
81. What are the benefits resulting
from a vigorous style OF condnctlng re-
citations?
3s. To what extent should teachers
use textbooks in the recitation?
80. Why should talking in loud
tone of voice be avoided before class
40. Why should rccitations be closed
promptly at the expiration of the ap
pointed time?
i SCHOOL MANAGEMENT
|. What are some of the serious
evils Of frequent changes of teachers
2. What evil consequences flow from
failure of school officers to visit the
school'and support the tcacher?-
3. Why ought parents and schoo
officers to visit the school oiten2
4. At what time does the authority
OF the teacher over the pupil begin and
end for the day2
5. Why is there no economy in th,
occupancy of old, inconvenient and di
lapidated school housesY
6. What objections can you name I,
the use of school houses for public
meetings.
Z. How woild you prevent yourpu
pills from cutting, deiacing and destroy
ing the school building, furniture and
other property OF the school2
s. What are the good results flowing
from prompt and regular openini
, and closing of the school each day2
8. Why should a teacher be promp
and orderly in his management of
school?
10. What are some of the bad con
sequences Of a contrary policy
H. Name some of the more seriou
, evils of peevish and fretful temper o.
the part of teacher in school.
II. Why is seli-control in a teache
the basis of all proper control over hi
! pupils
IL. Mention some of the more in
portant means to be employed at schoc
IN the formation of good habits.
10. To what extent is teacher II
sponsiblc for the habits of hIs pupils
( SCHOOL DISCIPLINE
|. What is the meaning Of the wor
r discipline? aUE5
(See Webster's Unabridgcd.)
8 2. What are the two leading object
y of discipline in school?
3. What motives should be addrcssc
t us incentives to right conduct in th
pupilY
o 4. Mention some of the incentive
to right actions that you conceive
# bo superior to the fear Of punishmcn
and give reasons.
Q 5. What is the source Of all bad col
duct?
n G. What relation does constant an
useful employment sustain to tho goc
n conduct Of pupils and the good ord'
,, of a school?
Z. What relation does comiortab
/. and pleasant school room sustain
5. good order.
i. s. Why ought the teacher to mai
% the school room and its exercises a
tractivc to his pupilsY
IS o. What relation does bad air su
c. tain to the disorder Of a schools
10. What has the poor health, eth
of of the teacher or his pupils, to do wi
Ia n disorderlv school