Herald and tribune. [volume] (Jonesborough, Tenn.) 1869-current, 1876-03-23
GENERAL UGG ESIlONS 10
THE TEACHER,

NSAlNEoS Or hOOM- AND bLAIh>
BOARD WORK 1t is deemed important
that everything done by the teacher shall
be well doae; that his desk be always in
order; that the work Upon the
board be orderly arranged and tastefully
displayed that the room be kept clean
aud free from litter OF every kind aud
that all the pupils be required to keep
everything in order in th.ir resps,te
desks. "a place for everything, aud
everything in Its place." should be the
motto Of every school.
PERSONAL APPEARACE.-By this it
is intended to extend The same thought to
the teacher. While an expensive or
caudy dress would lie pronounced unit
tor The school room by every psrs on hav-
ing y sense of the fitness Of things, there
is on the other baud a degree Of tidiness
aud tastefulness Of personal appearance
universally demanded. There are two
evils Of dress prominent among pupils,
one is the disposition to dress extensively
aud in the height of fashion the other is
that Of total indifference to personal APP
pearsncs. Much eau be done by the
teacher to correct both these extremes,
by adopting a dress that shall be neat,
tasteful and inexpensive.
LANGUAGE.-Ths importance Of prop
er training in the use of language, de,
mands that all the language used by the
teacher shall be, not only grausmatically
correct, but fhetorically proper as well.
Slang aud ''cant phrases should be
scrupulously avoided. Not only the
quality, but the quantity of language
used is considered under this head. To-
much talk is the bane Of many schools,
while too little is, perhaps, the fault of a
few.
GENERAL Under this are
considered all these attributes that make
up the mien or department OF the teacher
towards his school. A bearing that is
digui6ed, earnest, cheerful, seIf-possesscd,
attentive to business, gentle but persist
ent, is but the expression Of a character
possessing these qualities, yet it is this
expression that Influences directly the
pupil, aud silently, but irreslstibly.
moulds his character; while the nervous.
unsteady, inpatient mien will eventually
throw the best school into confusion and
rebellion.
PREPARATION FOR TIE WORK OF
THE DAY.-This should be thorough.
|. is not expected that any teacher will
enter upon the duties of the day witho It
. clear idea Of the work to be done, AID
a well defined plan of the general method
to be ursucd. He will have discovered
the difficulties that will probably arise.
and here formed rome plan for their
removal. He will, if properly prepared
be able to conduct every recitation in
Which the book is used by the cla:s,
without a textbook, and be supplied
with such collateral information as shall
lead the pupil to a fuller Comprehensive
of the subject.
ACCURACY 1t i, Of paramount. im>
portance that the teachers statements
be correct. Better BY far to deer the
subject to SOM, other time, than to make
false statement. No one is excusable
for DELIBERATELY teaching error for
truth and there is no necessity for
settling difficult questions, spaurg upon
the spur Of the moment, at that moment.
The teacher is fortunate who can do it;
but few have attained the general kaowl>
edge necessary. 1t is objectionable,
however, for one who has had an oppor.
tunity for preparation, to teach falsely.
All WORK by the teacher upon the board
be accurately done. Errors in
punctuation, &c., must be care>
fully avoided. 1t is no excuse for a
to say, 81 was not taught to write
when young tie should either learn
at once to do reasonably we'll what his
pupils are required to do, or he should
seek some other employment.
Tho ~RoUGHNLss Thorough teach.
is Often coniounded With exhaustive
teaching. The teacher should be able to
between them. Exhaustive
teaching requires of The pupil knowledge
Of the subject in all its details. Thor-
Cvgh teaching seeks so to ground him in
the elementary facts and principle, Of
that subject, that he may be prepared to
go forward in his own strength, il n ed be,
to an exhaustive knowledge Of it. The
nee Is Of life require a general
thorough, so far as it goes, in
many things; while Its special needs re-
luire an exhaustive knowledge of very
Few. The general education of the indi.
got 10 our elementary schools, is
% fit him Ter LIES general needs.
thorough, not exhaustive teaching,
required in these schools"
EFFECTIVENESS 1t may eeem, at