Mower County transcript. [volume] (Lansing, Minn.) 1868-1915, 1889-04-24

divide 100 into two such parts that one
shall be Invisible by 10 and the other by
s IN one, 10 or multiple Of 10, the other
5 or multiple of 5 and there will be at
many solutions rs 100 is capable of such
divisions. Taking 10 and it's multiplles
10, 80. 81. 70. 95, from 100 and none OF
the remainders are Invisible by 8 excep.
the last. Therefore, there is but one
solution. He bought the 10 animals 8
times and the 8 animals but once. That
is cows and times 10 sheep or 80 sheep
to 60 with the cows; and 4 sheep to 70
with the pig. cows plus 80 plus 4
sheep plus / pig are 100 animals. $50
plus $47 plus So are 800.
Prof. shepard on School Economy.
! (Notes taken by one of the teachers.)
! School management and methods of
teaching embraces the principles of the
science of education, and it is properly
the work OF Teachers. institutes to teach
them to those who expect to work in the
public schools.
But weeks instruction in these is not
all you need to fit you for that most diff
ticult of all professions. You should
have an education far above and beyond
anything you are expected to teach. Do
not be satisfied with knowledge of the
text books in use, but know what is in
other text books, and much that IS not
found in any text book. If you have a
knowledge of Algebra and Geometry you
can teach Arithmetic;all the better for it.
If you can supplement the geography
lesson with something about the country
that is not in the text book, you will be
all the more successful
A know]edg of tho human body is i'm
portant that you may the better care for
your own and the pupils health.
A knowledge of mental states and
dynamics is essential that you may teach
without waste of time and energy.
! Now, If you are sure you possess the
qualifications necessary for success in
teaching, as to scholarship. character
disposition, health, and MATURITY, ap-
ply for certificate. Do not blame the
examiner if your standing is 70 per cent
when you expected it would be 80 per
cent, but try to make it better next time.
Your ability will be measured by your
success, not by the figures on your cirtlf
cate.
We will suppose you have taken a
school and are anxious to succeed in the
profession you have chosen. You ask
what is the best method of teaching this
or that branch?' Know all the approved
methods, aud make use of those that
seem best adapted to your abilities and
the needs of your pupils. Better still,
study the principles of eduction and
build your method on them, for no meth.
cd can succeed only IN so far as it IS
founded on sound and legitimate princi-
plies. AS in teaching reading, neither the
alphabet, word nor sentence method is
the limit of~human possibilities, so IN
other studies no method is so good that
it cannot be improved. or su2planted by
a better one. Do not settle down to
mere copyists, and avoid hobbys.
The teacher should be prepared for
every recitation before the class comes to
reclte, so that the work may move along
smoothly.
If, when class in arithmetic comes to
recite, there is no crayon in the box, the
eraser is on the floor, and the pointer
mislaid that recitation is spoiled.
This is not the only way in which we
are apt to waste time. Questions should
be asked concisely, and prompt answers
insisted on.
i We are apt to put too much time on
the non-essentials. You have your pu
pills stand to recite, but why? If you
have no reason for doing so. quit it.
If you have an end in view, as you
should have at every step, can not that
end be attained in some other way.
But it is unwise to devote all your energy
to the recitation. Many pupils need to
be taught how to study lesson. and you
can do much good by overseeing and d.
recting the work at the desks.
The power to govern wisely and we'll
| 1S VI pd1 I'LL CuC SuG'
cessful teacher.
You will need to use constant violence
and personal influence to prevent wrong
doing and tact, justice, and firmness in
dealing with the dlsorderly or disobe-
dent. In this, as in all else. do nothing
without definite object in view The
right to punish is an essential factor in
all government. Any restraint or any
thing that causes pain or grief is pun
ishment. With some pupils the know
ledge that their conduct displeases you,
or annoys others is sufficient punishment,
while with others, that knowledge would
only add to their pleasure; some do
wrong thoughtlessly, others wilfully;
Ssme are repentant. others defiant, and
all this and much more must be consider
ed by the teacher before deciding on
what is to be done, and the nature and
degree of punishment must depend on
the requirements of the case. Consider