Oxford Democrat. [volume] (Paris, Me.) 1833-1933, 1882-12-26
,eedIno le.son,. We consider other events,

and having studied OF other decisive strug
giles, we can assign 1t to Its proper place
among them.
As TO the frequency OF reviews, l have
always made 1t point to review each da!
the work Of the preceding. The first tim
a lesson is recited, there are often detailed
explanations to be made, additional intor
nation to be given, and criticism on tn
manner OF recitation to be offered. l
seems, therefore, necessary that this shoul'
be followed by immediate review, that thu
teacher may Judge OF the faithfulness will
which what was given has been received
think there should also, be periods o
review, both written and oral, In the mid
die and at the end Of each term, the tim'
given to this work to be governed by TIL
length OF the term, and attendant circum
stances.
| was once connected with public
school the committee Of which had hob
by, and this was the subject OF written re
views. These occurred every two weeks
throughout the term, aud 1t is my opinion
that the frequency with which they came
was injurious 10 its effects upon boil
teachers aud scholars. The spiritless
faces and the poorly learned lessons which
| followed the confinement OF writing ali
day, and the strain upon the nervous sys-
TEN had hardly passed away, when pre-
paration must be made be made for anoth-
err test; while the accumulated examina-
ton papers were an "0ld Man Of the Sea
for many q weary day to the luckless
teacher.
Ia general, however, think that the
| frequency OF reviews must be LEFT largely
to the judgment OF the teacher. Glasses
and scholars differ 10 ability aud various
branches of study require different modes
OF treatment.
This general principle may we'll be laid
down, that we should not allow the scho!-
ar to think that what he has once learned
Is to be stored away in some remote cor
ner OF his mind TO remain until called for.
| Rather should he be made TO see. that 1t Is
the knowledge which he can use, which
is available, that can alone benefit him.
Borrowing homely illustration, we may
regard available knowledge as fresh fruit,
while the mere facts themselves may be
compared TO dried apples and canned
peaches.
There must naturally be as many meth
DDS OF conducting reviews, as the iugenui
ty OF the teacher l. able TO devise. The
great object must be, that the machinery
OF working may be a. simple as possible,
and accomplish the best results.
When the time OF review comes, there
Is call for all the enthusiasm and energy
which the teacher possesses, for the nov
city OF a subject being exhausted, scholars
are apt TO grow listess. aud revolt at the
idea - As they consider it-of passing
through the stubble to make scinty
cleaning. II does sometimes seem hard
10 keep ones enthusiasm above the zero
point, when after weeks OF patient drill,
some incorrigible unbushiugly declares
that, columbus was an Englishman who
who Introduced the use OF tobacco. ADD
came 10 the New World in search OF the
fountain OF youth" nevertheless, II on
looks at the results accomplished by the
N ,jority, rather than a few isolated cases,
1t is possible to keep his spirits at nor
nal temperature.
II there Is much ground TO be gone over
In review, We may formulate the work into
q system by means OF an outline or sum
mary OF the facts TO be remembered. This
may be placed upon the blackboard by the
teacher, and copied by the scholar, or the
latter may be required TO do 1t for himself.
Thus possessed OF a framework, he can by
the laws OF association Ill IN and elaborate
with the details and incidents which give
IL life and coloring.
Topical reviews may also be probably
employed. The work in particular branch
Of study Is classified under certain heads.
These are placed upon cards which, after
being numbered, are distributed promlscu'
ously among the members OF the class who
recite, upon the topics assigned, in the or
der Of the numbering upon the cards. The
advantages of this mode of treatment are
there The pupil learns selfreliance, for he
Is to tell what he knows without hep from
his teacher; he learns accuracy OF express
sion and system in the order OF arrange
ment; and he Is freed from slavish devo-
ton to the textbook, for he must discuss
his subject in its entirety, distinct from
any other, which Is not always "the wsy
II comes in the book" and he Is also ex-
pected to give information derived from
other sources than the printed page. A
good proof OF the success of this method
Is, that never heard q scholar say that
he did not like II. or course 1t varied by
lively fire of questions, calling forth from
q class generous rivalry as to which one
shall answer first.
Special methods are particularly adapted
to different branches OF study. Reducing
the work to a few formulas and principles
may be used in connection with mathe-
matics and natural sciences, arranging un-
der topics in the case of history and litera-
ture, while Id the languages there 10, or
practically should be, q review all the
time.
We cannot easily err In our use OF meth
DDS, II we wisely subordinate them to the
ends to be gained, otherwise by servile
respect for forms, We shall like Hamlet