The San Saba news. [volume] (San Saba, Tex.) 1873-1966, 1885-10-24
EDUCATIONAL Column.

/. Curiosity. The desire to know,
the inquisitiyp faculty that worries
busy mothers, lpd in too many homes
and schools lies from lack of exer-
else aud nouy khment.
.. Love Of dctiyity. Mental activity
gives quite as hd, \ delight to healthy
Child as pbysie,d exercise. Neither
affords pleasqsy, lift degenerates into
drudgerx. lshvre areifew Jots-who
appreciate very highly the privilege
of digging ditcles day after day. Men
tai ditchilg is no more attractive to
them.
8 Sympathy. This lends to unity
of purpose, aud cooperation between
teacher, pupil and patron. They
should get cut of their own channels
of though t, and get into the teachers,
for the time being. 1t ia clear that tho
broader and deeper his channel is, the
more easily his pupils and the patrons
mag get into it, and the moe rapid
will be the pupils progress, and the
advance of education in the district.
A. Love of praise. If the pupil has
the proper amount of respect for his
teacher, he will be very desiruus of
earning his appreciation. Teachers
should not be too sparing in their
commentator of earnest efforts.
5. Emulation. While too great n
rivalry is likely to produce evil results
that may outweigh the good done, it
is we'll to use, "a n motive power, as
much of the spirit of emulation as will
awaken increased iuterest, and arouse
to energetic work. AS pupils grow
older they should be led to take an in
terest in study for it's ultimate aims,
developing character and fitting for
usefulness in the various walks of life.
g. Think out each Lesson for your
self. Do not merely memorize lessons,
or depend upon the books, however
good they may be. Let the lessons be-
come your own by a careful process
of thought; let this process be repeat
ed until it has become fixed, md youI
personal, magnetic power will be in
creased very much. There is much
difference in the personal influence oil
teacher whose lessons have been
thought, and the one whose essoni
have been learned by rote. The for
NOR teacher On tg---c nis atteItion &
the clasf !, and the other attention
to his lesson, lest he may forget it
Tho difference IN the effect produced
Us the two ways of teaching is mucl
grenter with children than with adults
! Il Uase the pupils eyes. If the in
tS'oe is beginning to flag, show The
pupil something. Illustrate the worl
in some way, even if you have tC
change the designed order of your les
son to make the illustration appfopii
ate. The teacher who only talks t.
his class uses only half of his teaching
power, and employs less than half o
the receptive power of his pupils.
6. Do not distract attention. 1t Il
wrong to stop tho work Of q VIII Il
class to scold one pupil fer inattentioD
orseven to notice his lstlessness il
such a way as to dlsconcert others. A
question will be sufficient to arrest ant
rcprove him. Teachers themselves
often distract tho attention of children
by the injndicions way in which they
handle q subject; by importing intC
their lesfons irrevelupt natter bJ
mixing up information that onght t.
be kept distinct by see-saw mode O
procedure; by exhibiting pictures
specimens, etc, before they are re
quired, and by leaving them before
the class after they have served thei
purpose.
0. Do not be discouraged if children
at fret have difficulty in giving iiye'
attention. II is hard work to Civ,
continued attention. The teache
should develop the powor gradual,
at first. Currie expresses this Idol
we'll. He says ",ho power of attention
is the result of habit Time mast
. therefore, DC allowed for its growth
J The fret efforts exaoted from tas chill
\ should be gea;ls; els paint should u
presented at time, that ho may no
DO bovildored by multiplicity III,
strain on his attention should not b,
long continued; he should be relieve,
before he is compelled TO desist from
fatieuei one success will make sub
sequent one easier Of attainmenti fail
ure will make the next Gtlempt mon
arduous,
10, Uso judgment in questioning
Tho following rulos concerning ques
tioning hGyo special reference to SO
curing atleutioai
1. Do not ask questions In rotation
Q. Do not point 70 tho pupil WHOM
you wish to anawor while asking
question.
2, Do not oven look 6xedly at IA
pupil whom you Wish to answer Will
glyiag tho question.