The Anderson intelligencer. [volume] (Anderson Court House, S.C.) 1860-1914, 1886-08-26
SOME PRACTICAL POINTS.

over the philosophy Ut education as they
are over the little details of practical
work in the school.room The teachers
in the country schools are especially per.
plexed with many difficulties. ] have
had experience in the country schools
and the teachers of these schools have
my sympathy. often wish / could help
them, aud if they would write to me
about their difficulties nothing would
afford me more pleasure than to answer,
as we'll as | might be able, through the
Journal.
Now; it is not the weighty matters that
wear:th life out Of teacher. 1t is the
petty annoyances. "What must J. do
with children who are always wanting to
go out 7n says some teacher. This is one
Of the hard points. Old time teachers
used to make little paddle with hole
in the handle, and on one side was print
ed "OUT," and on the other I'M"
When child left the room, he turned
the paddle so it would announce the fact,
and on returning he would reverse it.
This is Objectionable, because all the
quickest children do the going out: and
many who ought to 60 never get the op-
portunity. The plan of holding up the
hand for permission or of speaking across
the room, "Please, may go out3" is
likewise objectionable, because it disturbs
and distracts the attention of the teacher.
To keep children in from recess to recess
will not do il, all cases. The best plan 7
have seen tried is this: Give the children
to understand clearly that they are to so
at any time when unengaged, but that all
lost time must be made up by staying in
at convenient time, out of study hours.
The teacher should keep an accurate list
of all who 60 cut, and then see that they
make up the time faithfully before they
leave in the evening. They may stay in
at recess, or at noon or after school.
While they are staying in, the teacher
should see that the echool.room is in as
good state of order as at any other
time. The children should be made to
understand that the Staying in. is not q
punishment and brings no disgrace. It
is simply making up lost time. The re.
straint consists in this. Children who
are compelled to leave the room will be
willing to make up the time, and those
who are not compelled to 60 would pre-
fer to wait and go when all the other
children go. This is only plan that /
ever found to work successfully. 1t is
the natural method plan and is founded
on reason and common sense.
"How shall l.secure study aud prevent
idleness and mischief?" says another
teacher. in answer to this / will say that
children will do whatever they are most
interested in doing, if there is. nothing to
prevent. The reason that they grow idle
is that they are not interested in their
studies. In the next place the natural
state of the child's mind is activity. If
it is not kept interested in its studies, it
will invent mischief to be interested in.
The whole remedy then consists in the
teachers ability to furnish "busy work"
Of such an interesting character that the
children will not grow tired of it. If
they finish the regular work, give them
an interesting book to read. The teach
er must work on the child from the in.
side. out, and not from the outside in.
Force and restraint will not do, though
some teachers operate in this way. They
should work through the child's desire
and inclination. The skill consists in
having the desire right. If the teacher
is as skillful as she should be, there is no
trouble in this.
elbow shall I dispose of the water
bucket question ;" Then you struck
hard one, especially if you keep school
in hot weather. Some children will want
water twenty four times a day. They
are particularly dry just after recess or
play-time, and want to crowd and jam
together around the water-bucket in
way that sorely triessthe patience of the
patient teacher. This trouble must be
managed in natural way, as is the case
with those previously discussed. The
plan that will meet the case in the most
reasonable way is the one to adopt.
Some teachers have the water carried
around in the room, but this takes too
mush- time and is also productive of dis.
order. Still; it IS a better plan than to.
have the children pass up TO the water.
bucket in crowds, or annoying the teach.
er with getting permission TO go. If the
spring or we'll or cistern is near the school
house, no bucket should be kept at the
school-room. If the water supply is far
away, the waller should be brought in
buckets and placed on low shelf outside
of the school room door, There should
be an abundance of dippers, or several
cheap tin cups hung on nails along the
wall. The children should tI.el be
taught to drink at play hours and both
before aud after school. If any children
become very thirsty during the hours,
they may be allowed to 60 out and get
water with the understanding that they
!stay in and make up the time lost by the
! interruption as described in the plan to
regulate leaving the room. I have
known such plan as the above to work
admirably, but have known no other to
work at all. However, some teacher
may know another plan that will do as
well.
"How shall l prevent whispering ?"
This is the hardest question Of all. The
fact is, I never did prevent it-entirely.
Some teachers say they do, but don't
believe them. They may think they do,
but they are mistaken. | was about to
say that those who come nearest to sue.
cess, do not do the best teaching. Of
course, certain state of order is abso.
l1tely necessary in the school-room. To
determine how much, is the great ques.
I:l. O.aar should MT ho fho obiof