Daily Yellowstone journal., 1888-05-05
HABITS or THE MIND.
Valuable suggestions 90 reachers-Con-
centration Of the Pupils Mind.

Valuable Suggestions TO reachers-Con-
centrntion Of the Pupils Mind.
Persuaded that some direct means must
be found for the development Of more in
telligent and efficient working power,
and aided by the observation and expert
ence gained in contact with the minds of
nearly 1000 pupils, | was led to con-
clude that the power u pupils need lies
IN the ability to concentrate the atten-
ton. Then arose the question, How may
the powers of perception and of concen-
tration be gained at school, and made to
become habits of the mindl Plainly, in
no other way than by regular and sys-
tematic training to this end. Then was
formulated a variety of exercises. to he
practiced by the pupils from ten to
twenty minutes each day. with no effort
at learning or memorizing. although
these would be- attained, but solely TO the
end Of acquiring the power of attention.
To insure ~quickness and accuracy in
seeing. the reversible blackboard may he
made a valuable auxiliary. A collection
Of figures, groups of circles OF marks for
unconscious counting, lists Of words and
long SENTENCES may each be presented for
an instant. and the pupils he required to
write or to repeat precisely what they
have sctn. These exercises, it must he
understood, are rs distinct and apart
from the work " learning lessons as are
gymnu5tic exercises from the habits
which lilow their use, and, like such
physical exercises. are to be considered
only rs mean 10 an end.
Various and multiform are the means
10 which the awakened teacher may re-
sort to quicken the minds Of her pupils,
ami 10 ohllin that all important result of
attention-accuracy in seeing and hear
ing. One of the most renowned of
French educators was accustomed 10 re-
quirc the boys under his charge to run
with all speed past the shop windows Of
the streets, and on returning 10 write the
names of all the artisles exposed TO view.
II has been proved that the power TO con-
centrate the attention may be cultivated
and strengthened to such a degree, the
mind becoming more and more obedient
TO the will, that pupils thus prepared are
able TO learn lessons, within their COM
~prehension, in less than one-half Of the
time formerly required.
i venture TO assert that a very large
part Of the time spent in studying Lessons
in school and at home is wasted for lack
of early training to habits Of perception
and attention.
Instead Of vexing the mind Of the de-
linquent with persistent questioning, for
the mere sake Of hearing the lesson"
an endeavor ~ hopeless as that Of trying
20 pump water from mn empty c%istern,
LET the teacher first make clear the mean
ing OF the lesson, emphasizing with
marked distinctness the principal points;
this done, require the learner either 10
write or TO repeat the precise words, or
words of the same meaning, which she
has just heard. This requirement, be II
understood, Is not for the sake Of com
hitting the words to memory but Is a
means OF holding the pupils entire at
tention until she has full possession Of
tbe lesson 10 be learned. To know that
the results must be produced at once will
stimulate the dullest mmd TO It's full
n Of activity, and in the effort to
recall the exact meaning, and the CORE
spending words, MI other issues must be
laid aside: the teacher is calling her 10 a
quick account, and there Is no escape.
The tencher viii find 1t expedient 10
~ apart. each day, short periods Of time,
varying In length from ten 10 twenty
minutes, according TO the age OF hen
pupils, for the single purpose Of develop