The weekly Oskaloosa herald. [volume] (Oskaloosa, Iowa) 1855-1885, 1876-04-13
WORDS OF!ADyICE.

Our simmer schools will commence in
short time and as mahy Of the teachers
will be inexperienced, few words OF ed
vice will perhaps not be out Of order At
this time. Very mitch Of the success Of
school depends upon beginning properly
The teacher who begins q school with a
slack government, and expects 10 tighten
the teins by degrees or otherwise, need
not be surprised II her school proves a
failure As very much depend upon
good order, The teacher should lose no op
pottunity to secure il. I would not
recommend very extensive use Of the
rod, although this may sometime be nee
essaty, yet IL only should be used hs 4 last
resort but order must be secured or The
school will prove failure Pupils are
not apt to be unruly until the example is
set by the teacher, il the teacher is alive
to The work and shows that she takes nm
interest in the school, the scholars ate not
apt to be disordetly, but If she is negligent
and cares only for killing time" they viii
give her trouble.
What I mean by rood order is not The
silence Of the school room, nor making
scholars sit in a certain position the entire
day, but, to have place and time for
everything, and keep everything IN its
place, and attend to ooch duty ut the pro
per time.
When pupils learn that a certain class
tecites at certain hour, they win prepare
the lesson BY that time They viii, by
This, learn 10 have certain time to study
each lesson; but when the teacher waits
FIR the class to get ready, she viii genet
ally fnd that most Of them are not pre-
pared The teacher should always be in
the schooIroonn before the time to take
up school This win make scholar:
| punctual, end is a part Of good order.
Next to good order is a proper hnstbo(
Of conducting a recitation. There wa
something said at our last Normal on the
art Of questioning, and few subjects are
Of more importance in the school-toonn
Many industrious young teachers are ap
to undertake 10 hear so many recitation
tha, they can give but little time to ques
tioning. One lesson vel tecited is wortl
more than dozen recited poorly On
object Of recitation is to tell the teacher
how ven the pupils have studied the les
son, and another is to enable the pupils Il
tell what they know A person may hav
a good education and IL unable to com
nunicate IL TO others it is but little sati,
faction to anyone; hence children shoul
be early taught to communicate Review
ing also aids the memory by tecsllin
what has been previously read A fs'
minutes Of each recitation should b
spent upon the lesson of yesterday or th
day before. The teacher might mentio
certain topic and have the pupils tel =
they can about il, when If was fecitet
etc This viii help them to temembe
dates When conducting a reading clas
sfter we are through reading and talkin
about the lesson T often ask what IN
lesson vas about, which We read yesterda
or che day before, or some other day tha
mention, and have them tell al the
can about il Phty win soon be able {
tel the day any lesson, the teacher ma
name was recited A few minutes 0
each week should be devoted to 6ndin
ont what the pupils have learned froi
other books, papers, etc, out Of schoo
hours, and thus encourage them to lear
all they can, and remember and be abb
to tell what they have learned Neyc
ask direct questions The teacher shoul
lose no opportunity for self improvement
especisliy that afforded by the Norm
Institute Every teacher should req
thoroughly, standard works on The
ry and Practice Of Teaching and be
reader Of good Educational Joounol
T. T. 3