The daily Cairo bulletin., 1884-01-24

nothing to do, for long portions of time.
Such course is injurious to the health,
dulling to the mind, and the cause of
the listless. dawdling, inattentive hab-
its 50 many children fall into. Chill
dren are apt to form curious ideas Of
what "being good" in school means.
II have been so good says one little
pet after reaching home, II sat up
straight and folded my hands, and
didn't stir 0Rce."
Not only must the teacher in a mixed
practical methods for insuring quiet,
but her executive ability must shine out
especially in her programme of daily
exercises.
Due time must be given to the prepa-
ration and recitation of each lesson.
You must decide in your own mind
which are the most important,o or which
from the condition of the pupils will
demand the greatest amount of atten-
ton. 1t is best to begin with some gen.
eral exercise like music or slate-exer-
else in writing II the latter is chosen,
the whole school can protitably Join.
The object will be TO teach the letter it.
self to the smaller children, and to the
older ones perfections of outline. After
this, the older classes NAV prepare
arithmetic and spelling, while the
teacher hears the primary and baby
classes in their various exercises from
primer, chart or blackboard. Each lit
tie group, as seated, may copy the
words OF the lesson from card or black
Ooard, or the number lesson or figure
that has been taught them in the last
drawing lesson; or occupy themselves
with any ''busy work the teacher may
select, while the babies play. The
morning and afternoon sessions before
recess should be devoted to primary
work, the remainder of the time to ad-
vanced pupils.
Do not slight the smaller for the old
er. Remember that with the little ones
you are laying the foundations of fu-
ture scholarship. Avoid the formation
Of habits that will cause you, or some
one after you. anguish OF spirit in
breaking up. Your path is the most
| difficult one trodden by the teacher. but
if you have pluck, energy. and execu-
tive power, you may infinitely improve
your situation.
The atmosphere of your school can
be neither primary, intermediate OF
grammar, but polyglot. The ideal
primary school should be a free, busy,
happy, motherly place. The teacher,
above all, should feel free. The gram
mar school is more formal, convention
al. Its ways do not suit babies fresh
from home, and the playful, affection
ate manner of presenting knowledge to
little children often proves distracting
to the always curious, easily diverted,
older pupil.
There is place where tho line must
be drawn, but just where you must dis
cover for yourself; no one can tell you.
You will live in sense Of hurry, for it
will be your lot to rush from one thing
TO another, with the feeling that moth
ing is we'll done. This is misfortune
that cannot be wholly remedied so long
as mixed schools exist. All that you
can do is to learn by constant expert
ence how to condense. both in time, en-
ergy and special effort. Remember that
ten minutes Of effective teaching is
more telling than half an hour of lam
| guild effort.
Visit other schools rs often as al
| lowed, and be especially active in GULL
ing the various little, economic meth
ods to be found by noticing. You will
\ never be able to do snowy work. for
the whole situation is against you.
Perfection of detail takes the time and
undivided attention You cannot give.
But you may do some things thoroughly
and well. Choose what these things
shall be. and if the range is not wide,
console yourself with the thought that
one thing really accomplished is better
than a smattering of many subjects.
| You are lone.y, isolated; therefore
you must all the more come out Of your
self. Do not scorn educational papers
and teachers conventionf; above all, do
not rashly conclude that the good
things that proceed from both sources
apply only to graded schools.
| LOou ttdCuIug - uONHcTe more
needed than in the mixed school. Still
who can blame you if you will not
spend your life there? While it devel-
ops ingenuity and executive power, it
also exhausts. There is less opportu-
nifty for the teacher to perfect herself
in any one thing being obliged to scat
ter her energy over SO much ground.
Yet it is safe to say that one who can
manage wisely and well forty pupils in
an ungraded school may prove capable
in any other kind of school.
So, dear teacher, though Birchville
is primitive, and Number Five still
slumbering the sleep Of ages. it is in
your power to bring about Better things.
You may bring life out of death, pro-
gress from decay. For in these remote
corners are little children, Just as fair
and sweet and precious as any that the
world holds. Therefore your work can
never be contemplate, or in vain
hate l.. BrOWH IN J0ur al ot Educatl0n