The Abbeville messenger. (Abbeville, S.C.) 1884-1887, 1886-05-11
Teachers Department.
lCond ucted by Geo. c. Hodges, School Com
missioner of Abbevlllc County,
Items From n Superintendent Note
book.
~. NJ. Recd.1

y. NJ. Reed.l
Giving attention to pupils at noon and
recess, and not permitting the school
room to be used as playhouse.
Getting out Of old tracks by using
such new methods MS are based on the
true principles of teaching.
Keeping pupils evenly in their work {;
not having them ahead in one or two
branches and almost, if not entirely, ne
glecting others.
Requiring pupils to do neat work at
all times.
Making good use of fblackboards, maps
charts, etc.
Keeping up the interest of school to
the last day Of the term.
Giving directions to the pupils in re-
gard to how to increase their power of
study.
Requiring so much of pupils that
they will not have time for talk or any
other disorderly conduct.
Not forgetting that the dignity and
honor of the profession depends MS
much on their conduct when out of
school US on their teaching when in the
school.
Having fixed time for commencing
and eding each recitation, also a time
for the preparation Of each lesson.
Making every effort possible to have
pupils come on time each day and be
regular in their attendance.
Becoming acquainted with the parents
Of the pupils and citizens of the dis
t-ict, and having them visit the school !;
giving them special invitations to visit.
the school on certain day.
Many teachers prevent tardiness by
having some very interesting subject at
the'upenitig Of school:
Conducting recitations in such a way
MS to make each pupil responsible for
the whole lcss0p.
Having something new and interest
ing for each days recitation.
Asking questions in the order of the
subject, but not in the order of :he
class.
After the questions, naming the pupil
who is required to answer. instead Of
questioning the class in general, and
having answers froE: but few pupils.
Requiring answers to questions to be
given in complete sentences.
Having the papil rise to give his an
swer when long answer is required.
Avoiding leading questions such as
wonld indicate the answer required.
Not prompting pupils, but requiring
clear, unhesitating answers without as
sistance.
Not allowing too many trials in re-
citation.
Condcnsing questions so as to avoid
using so much time with the questions
that there will be but o short time for
pupils to answer.
In some subjects. teachers have had
the pupils to ask the questions with
very good results. This was done with
out any book in the hand of the pupil.
each one asking two or three questions
on the subject. Frequently this is
quick and good way to conduct re-
views.
Studying the ''art Of questioning" so
as to be able to question quickly and in
a logical order. and completely test the
pupils knowledge of the subject, lead
him to study, think, thoroughly under
stand and explain the subject under
consideration.
Training pupils to study quietly, re-
cognizing the fact that pupils study
with their brains, not with their lips.
Teaching their pupils to classify their
work and recite from these outlines,
thus saving time and giving the pupils q
valuable training.
Not permitting pupils to prompt an
other while he is reciting.
Making each class exercise include
reciting and teaching.
Having much reciting by the topical
method, that.pupils may have chance
to cultivate the power Of expression.
Making good use of the encyclopedia
and dictionary in schools which are for
tunale enough to have reference book.
Assistds,t.
Large additions have just been made
To onr already extensive stock of flowers
and feathers. The line is complete at