Springfield globe-republic. (Springfield, Ohio) 1884-1887, 1885-05-20

et the close OF eacn paragraph, page,
and chapter. and .oblige himself to give
an account of what no has read.
Whatever faculties of the mind arc
to be exercised upon lesson, the
memory should be last called into ac-
ton. There are three forms of memo
ry: Memory simple, which is mere
receptacle of things committed to it.
This is the form OF memory exercised
In "cram." and is conditioned mainly
on health. Richter says: "A bitter
stomachic will increase it more than a
whole dictionary learned b. heart. "
There is next the analytic or seleutiye
memory. which gathers to itself by its
own allinities. from every available
source, tn" things that harmonic with
each other and with its predictions
Topical study favors tne development
Of this form Of memory The third is
the assimilative memory, a characteris-
tic OF the best minds. Bcccher has said
that things drop into his mind like
rain-drops on the lake, becoming a
part Of the lake itself.
In order that the second or third
form of memory may be exercised,
thoughts rather than words must be
presented. To study, or even to recog-
nize the words. even if the thought be
fully obtained from them. is a usually
mental harm, for tDords cannot appeal
to the highest form of memory, the
assimilative.
Pupils should rccite in order that
they may study, rather than study that
they may recite. The pupil should
know just how and what he Is to study
before he studies. and how lie is to re-
cite before he recites. In making ex-
plantations, bear in mind thought
finds its readiest entrance to the mind
OF the young through the ear; form,
through the eye.
Study lessons intently, not many
times. Often good rule will be-
read once to comprehend; second
time to analyze, compare with other
knowledge, and to see what follows; a
third, to put into form for presentation
in the recitation. The lesson should
not discourage. 1t should usually be
in two parts, easy and of con-
siderable cXteht, the other more diff
cult but short.
Pupils should not de detained after
school to study. The mental attitude
OF the pupil in this case is wrong. He
is looking back at Il piece of discredit-
able work, which he is trying to re-
pair sufficiently to escape from the
room. Better come the next morning
and make preparation for the days
duties. Pupils should be given time in
the school-room to study. Reciting
five hours per day in the school-room,
and studying in a distracted way one
or two hours at home, is not the way
to make mental growth.
To give time for study, the school
should be divided, in several subjects,
into two divisions for recitation, so that
one may study while the other recites.
The programs for older pupils should
be SO arranged that study shall follow
directly after recitation. rather than
come just before it. With younger
pupils the reverse or usual order is
better. II the study hours follow the
recitation. the inspiration and guild
ance Of the recitation is carried into
the study hour; the pupil studies his
lesson to know it, to hold it, and not to
carry it long enough to get through the
recitation. When the recitation fol-
lows the study after considerable in
terval, the mental digestion has begun;
the teacher can know how the kn0wl-
edge gained is acting on the mind; and
apparent possessions are subject to
less shrinkage from forgetfulneas. All
true knowledge is like the water Of life,
1t springs up within.