The Kenosha telegraph. [volume] (Kenosha, Wis.) 1860-1888, 1882-01-20

way open for repentance and restitu-
ton. One example, to illustrate:
ILLUSTRATION.
A gold dollar had disappeared from
the teachers table while she stepped
to neighboring room. Two school
girls, who were the only persons pres
ent, had disappeared. It was Saturday.
and in the evening the young ladies
were assembled in the public parlor
for family worship. The principal,
who was conducting the exercises, COM
menced describing the effects and con-
sequences of having, by accident, de-
posted a gold dollar upon the human
lungs. 1t would corrode and poison.
produce Inflammation, disease, and
death, if it could not be removed. He
then transferred the gold dollar from
the lungs to the conscience, and por-
trayed the consequent guilt, remorse,
anguish, and moral death resulting
from such crime, if not repented of.
He presumed the young lady would
gladly restore the money and save her
self from the disgrace and suffering
which must follow. He told her
where she could leave the dollar, and
that the fact of restoring it would be
proof of her penitence and would save
her from exposure. In her desperation,
she had already thrown the gold dol
lar down the register; but she did bor-
row the amount of her teacher, conf
dentially, to be paid from her spending
money, and deposited it as suggested.
And so the whole matter was settled
and the most satisfactory results fol-
lowed. The parents of the young lady
never knew that anything of the kind
had occurred. This case indicates the
method [ would adopt in dealing with
school vices.
STUDY A DISCIPLINE.
s. The discipline of study muy be
conSidered.- Study is mental gymnas-
tics, systematic thinking, and the end
in view is development and culture,
One great object of the school is to in
duce and direct this mental exercise.
Study is of the first Importance, and
hence must have the first attention of
every practical teacher. In the organ
iZation, classification, management,
and government of his school his chief
aim is to secure systematic thinking.
To this end he arranges certain hours
of the day to be especially devoted to
study. No unnecessary Interruptions
are allowed. In the selection of stu
dies and the arrangement of classes
he has regard to the capacity and stand
ing of each pupil, SO that he may work
easily and successfully. He requires a
regular hour to be devoted to each
study and recitation, that order and
system may everywhere prevail. He
enforces rigid discipline, that the
school room may be quiet, and, most
important of all, he inspires his pupils
with an enthusiasm that creates a love
for the duties of the school and ear
nestness in study. He teaches his pu-
pills how to study. He shows them
that it is not the number of hours
spent with books in hand, but close ap-
pkcation, that secures thorough disci-
pline and good lessons, and that self
application is the only condition of
sound learning. Hence he will not al
low them to seek assistance from each
other nor often from the teacher. And
the wise teacher instructs his pupils to
study thoughts and subjects, instead Of
words and books. Thus correct habits
of study are formed and the founda-
ton is laid for successful training at
every future stage of education.
Study is the exercise of acquiring
and the only means of mental culture
mind is developed through its agency
and power of self-control and self-di-
rection gained.
REGULATIONS AND DISCIPLINE.
o. The discipline of recitation comes
1leCt in 0TdeT.-Recitatio is the exer-
else of expression, and, like study, be-
longs wholly to the scholar. Study
and recitation are the principal means
of gaining mental power and practical
ability. Both are Indispensable to the
end in view, if not equally important.
Recitation has some incidental advan-
tages of it's own.
|
If properly conducted, it induces
study. Few lessons would be learned
in any school if no recitations were
required or if it was understood be-
forehand that the hour of recitation
was to be occupied by the teacher in
lecturing or asking questions. Again,
recitation gives distinctness and vivid
ness to acquired knowledge. No les
son is fully learned until it is recited.
1t follows, therefore, that every pupil
must recite at every recitation or suf-
fer a loss.
SMALL CLASSES DESIRABLE.
Glasses should never-be so large as
not to allow this thorough personal
drill. That teacher who claims ability
to educate classes numbering from
| fifty to seventy-fve is either a novice
or quack. Such teaching is a fruit
full source of Incidence and superficial
scholarship. Recitation in concert is
equally Objectionable. This may occa-
sionally be profitable for recreation
and improvement, when the whole
school can engage in it; but class reci-
tation in concert, as habit, creates
disorder, prevents quiet study, destroys
self-reliance, affords hiding place for
the idle and reckless, and removes the
strongest motives for self-application.
POWERS DEVELOPED BY, REGULATIONS
But the relation of recitation to
study is not it's most important use.
All that is practical in education, in
every department of life, is developed
by recitation. The power of action,
no less than the power of expression,
is gained by this alone. The child
learns to walk and talk by walking and
talking. The mechanic learns to use
his tools by using them. He could
never gain the power to build house,
construct an engine, or manufacture a
watch by reading OF hearing lectures
upon the subject. In each department
he learns his trade by reciting. The
skilled musician has gained his won
derful ability to use the voice and the
instrument by years of patient recita-
ton. The statesman and orator whose
eloquence moves the senate and at