Oxford Democrat. [volume] (Paris, Me.) 1833-1933, 1884-04-29
EDUCATIONAL.
rArfR RrAD M ". N nEooNs on oNFonD,
mronE rnE OXFORD oorNrN rEAcu.
FRs' ASSOCIATION

tics means fitting a school for orderl,
work pu,,ing a school in due order
proper arrangement OF Classification oI
the school adroi, management Of the
school hence. also. the teacher is q
school orsanilsr. governor and insirae.
tor
o. Teacher. a. school organizer,
School organization = system Of A..
fangemen, for The purpose Of securing
eon,tan, employment aud moral oou,rol.
It.. chief aims are % provide the means
of insirue,ins and educating the grea,es,
numb,r in the most eiheien, manner and
by the mos, economical capendnufe Of
time and money Although literary
qualifications. mental and moral culture.
The discipline impaired by Normal and
destitute work. are Indispensable requi-
site. which tho teacher should possess.
ye'. We think that. organizing. govern.
ing aud insiruciing school ,ac,es'fully.
requires inborn qualities. A general
can much more easily command an
army than can teacher suecc-fally gov.
ern a school Cor general !. obliged to
consider only immediate fe.uli.. besides
b.ing clothed with abslllie power;
while ,he teacher has 10 take into con
..dsrAiioa chiefly results % be attained
In the future aud .' forbidden By coasid-
efa,ions u hi, osn good ard that u hi,
pupils 90 exercise oihfg than qualified
authority. The seed. - success Or fail.
ure, on The paii oi ihe teacher. i often
,own ihe fret hour u the term q school.
Hn fret days work is important. ie
should have a de6aile plan ia bis mind
"ju,t what be will do. hov he will do
Il and when b. vii DO ii" Among
The 6rs, step. inviting ihe attention and
pronp, action Of the teacher, j. the
classification u bic scholar. because the
teacher. having hI. pupils veil classified.
can much more economically Anl prof
Ably apply hi. system oi .ubjsc, matter
to BE- taught 20 ihe pupils mental power
aai capabilities. In an ungrAded school
The teacher has but li,ilc time Ia which
20 conduct recitation hence. ii j. too
fr,qasnily paHoi.like pef1rman,e a
hearing scholars reciie. pronounce or
mouihc word. Of a le.soa. a. an expanse
{, may be. q the memory, bu, ao, per.
haps. Of the undertaking Clas.i6ea-
ton should BE- made With reference 20
certain standard of aiiainmeais on a..
tanning which standard. the scholars
should. in given c.Ass. be entitled 10
pass 10 a higher class |, should Be
.omewhAi hexible a. % the time for
scholars 70 reach the required standard.
- that the NOS, ambitious. industrious
and advanced scholars. may no' be held
back ia order ,ha, the dun or lazy sehol-
on. may come up OF be Jed up q the de-
sired standard ia prescribed time
neither should the dull be uniimely
spurred onward. We think there should
be no more than four grade. IN our pub
lic schools: each grade having classes.
The primer and frs, reader would oonsii-
tuie the ID grade the second reader the
c grade third reader the y grade the
fourth reader the A grade The teacher
should draw up plan Of hts work spec
if,ing the number Of classes aad The time
Of beginning. ending. the length Of each
recitation and the time for studying.
s.. Glass Movements. Pupil, should
be seated according 10 classification and
graded according to height, seating the
tales, pupils in the rear. The matter Of
seating pupils properly belongs to the
teacher. Simultaneous movemenis--as
in rising. taking seats again or marching
contribute largely to school discipline
il children. especially, from their earlies,
school experiences are accustomed to
move together in accordance with fixed
signals. The daily drill in Disciplinary
Exercises and Cslis,henics. ought 10 be
encouraged as a means Of school disei-
pline.
a. Giving Recess. Obvious by
genie requirements make recesses for
each sex indispensable" each session Of
the school where the school yards are no,
entirely separated Considerations, look
ing 10 the welfare Of the health Of the
children. as well as the purity Of their
morals, poin, in the direction Of abolish
ing general recess Of both sexes and es-
,abli.hing individual recesses for scholars
above Q years Of age.
(5.) School Government. The strength
or !, may be the weakness Of the
teacher, is quite clearly shown in bis
government, in school Severity Of pun.
ishmen, is no, an essential element Of
school discipline, bu, frmnes' is very
essential element Scholars mas, under
stand ,ha, the teacher is supreme with.
out 6rmness, the scholars are more in
elinsd to revolt Generally, a teacher
should not make a rule until there is
necessity for Il. and then he should en-
force !, and inaiet due penalty for disc.
beying IL Scholars soon have a con-
tempt for a teacher who does no, insist
upon respectful obedience. "The teach
er should govern a. little and teach as
much as possible should keep the