The Salt Lake herald. [volume] (Salt Lake City [Utah]) 1870-1909, 1881-10-30
DISCIPLINE OF THE SCHOOL.
Continued.
y.1uR,or WRITES EXAMINATIONS.

capitals, punctuation. and forms o
expression. hence. this method o
examination should be practiced 81
often IS time and circumstances vii
ALLOW. r
ea, TIE USE OF LECTURES.
Lecturing Is another method of IN
stSucticn which has its uses and
abuses. 4 lecture by the teacher
should never he substituted for recita'
ton ~ the class. These exercises
are separate and distinct in their
aims and results. Many teachers
suppose that the measure of their
abilityas instructors is the power they
have 20 explain and talk before tne
class, and hence they spend most oil
the hour assigned to recitation In the
display of their own gift OF speech;
But in the recitation room the gooo
teacher has but little 10 sag. his
ability is tested by his silence more
than By his loquacity; By his power
TO arouse and direct the activity OF Die
pupils more than by his own actions
Bat there are times and places for
familiar and studied lectures. sad the
object to be gained is swotold, viz. 10
impart instruction and to give variety
ard fill ND the vacant hour. Ano
they should be employed to accom-
plish another object: to dicipllne the
pupil in the habit OF listening. he
may acquire correct habits OF STUDY
and accuracy and fueuoy in recita-
ton. and be lissless hearer, de
must therefore be educated TO listen,
a ad this can be done in no way &c
well as by requiring the class to near
the lecture and to repeat n recitation
in their OWE language what was COM
municsted or explained.
The PURPOSE OF ALL EDUCATION.
But. after oil, independent topical
recitation is the true method OF In
struction, whenever the subject Will
admit of it. This will appear wheH
we consider the end Of study, rscita-
ton. and instruction is not the attain
ment of knowledge, but discipline
The results of education are illus.
trated, not by the golden cup filled
to the brim, but by the swelling bad
developed into blossoms and ripe fruit
through the genial influence OF light.
heat and moisture Education, then
is not the storing of knowledge, but
the DEVELOPMENT Oh power; and the
law of development ia through exer-
else.
Study and recitation are the psinei'
pal agencies TO be employed in the
process of training. INSTRUCTION ia
useful and importan, Gully so far as ii
secures, directs, and controls earnest
study and careful recitation. Any
system of instruction, therefore,
which weakens the motive or removes
the necessity o, lasoriczs thinking
and independent expression is false
in theory and ruinors IN practice
Hence condemn the drawing OUT
and pouring in" sys,em, if either is
the only or principal enc adopted.
= HOW TO RECITE
AS recitation is wholly the work OF
the scholar, he should recite indie
pendently, aod, as intin ated, topic
ally. when the sabject will admit OF
il. Captions, de6nisiens. tables. and
fixed rules should be accurately
recited in the words Of the author,
but every other kind of lesson shesld
be expressed in the pupils own lar
guage. In this say the mind be-
comes o depository OF thoughts, ID
stead of mere words and signs, and
power 10 gained ta express them 40
curately and og'cally. Aad the
recits.ion should be made standing,
that the pupil may be brought out
prominently before the class and &C.
1uire the habit of thinking and
speaking in that exposed position.
This will give him confidence AID
,elf control. But some thoughts
cannot be expressed in words: these
must be drawn out in figures, dia
,raus. and maps. Again, the skill.
Ful teacher will sdapt his instruction
10 the capacity, atsainments. and
DISPOSITIONS OF his scholars. Some
are bright and some are stupid; como
are simid and some are bold; and
rome have enjoyed better advantage
han others at home and abroad.
Eow, each of these classes require
special training; and that teacher
alone is wise and can hope to be
sminent.y successful who is able to
adapt his treatment and instruction
Ic the wants of all. Every mind aust
BE- tasked b be educated; and hence
sash schelsr should have just such
lessons assigned him as he is able, by
The areats& exertion, completely to
master. DE auR scholar shoald have
lew leseis at the same time; the
sesy eeksass mere, each according to
sis sbilits 10 learn. Discipline is
!he end o. view. and nothing can
supply the place of it. Here scholar
shfp aees S0t make ths man; geniAs,
even, needs culture as we'll ss stupid
ity.
spCITATIoN MARES NOT TIE FINAL
TEST OF ABILITY.
The marking of recitations does
not determine the ability OF the man