The Abbeville press and banner. [volume] (Abbeville, S.C.) 1869-1924, 1889-10-09
HOW TO INTEREST CHILDREN.
Read August FL. 1889, Before the
Teachers Institute Mt Due West,
by NisS s. LeOnn Blake, Of Green.


The mind of child may be compared TO
the camcra-ohScurn. 1t receives Impressions
l from surrounding objects, and the strength OF
the impression varies In proportion 10 the
cearness of the object before the glass.
i There is u diversity OF minds in children,
hence the mOdus operandi for arousing the
interest In one, might fail to elicit the atten,
tion Of another; and 1t Is only the thoughtful
i teacher who succeeds in concentrating their
wandering thoughts and gain their proper at
tention.
Too often n chll's Indifference to Its books
Is mistaken for an incnpncity to learn, when,
i If the truth were known, the healthy germ j.
there dormant, MS it were, Till the proper
means are. applied TO make IL grow and
branch out into new realms of thought: then
/ in consideration of the best means Tor inter.
esting children we are brought to conclusion
1st. In behalf of the smaller children, let US
erect Il monument to the blueback spelling
book for what it has done for us and some OF
our learned forefathers, and with dne respect
for the time honored instructor, let u bury It
| TO rise 10 more.
1t Is no longer essential to the training Of
children In spelling and reading. The read
ing chart which is rapidly coming into use, is
destined TO supply the long-felt need rs q
! means of drawing out original ideas, and thus
! proves u sure method Of securing their inter-
,rord method, and, rs an assistance, intro
duces pictures Of things that they have seen
representing those words, und they distinguish
1Oordis, Just as they distinguish the difference
between the pictures whicn represent them.
The next Is the phonetic method. They
know the letters In q word us having sounds
not names. Thus. the names of letters In d
word conveys to them no idea whatever ol
what that word Is, hence they are dealing
with the abstract and have nothing 10 encour'
age and draw out their own conclusions.
i On the other hand. when they learn the
sounds OF letters, they recognize those sounds
when they see the letters representing them
grouped, and at q glance, the word Is suggest
ed by the com binatlon. The effect Of this
plan is at once noticeable and often astonish.
Ing.
Each little mind is at work building words
and striving TO attain the honor of naming
them first. The interest in children cannot
be kept up by ne M ol1!oan monotonqus routine & Of
i Give them sphere for new thought, and lay
ont pleasant paths through which we can lead
them and interest both them and ourselves as
they eagerly seek and Gull the wayside flow
| ers. 81
Each lesson should be illustrated by famil.
lar representations, and, with careful atten.
tion on the part Of the tea cher, the interest o
children may be so heightened as TO Gauge
them not only to enjcy their recitatlons, but
to look forward 10 them with pleasure.
2nd. TO secure further Interest. extract ev.
erythlng from each lesson that would attract
the infant mind.
The simple narration of the story in the
reuding lesson by them, with the privilege Of
Expressing their ideas of ii, or OF announcing
n word that was mspronounced, will serve to
which, progress To great extent would be-
come q word without sign lticance.
Bird. To Insure Interest, give them the op
portunity or lndulging in rivalry.
1t Is true this privilege may be abused, but
the principle Is one upon which may be BULL
the most encouraging results. We should
impress them with the idea of crccilin0, fol
"the good is the greatest enemy OF the best
?, 1t is presumed that any child OF even ordina
ry endowmcnts may become interested by
proper methods, and when tho teacher has
ny close observation and dlligent study OF itt
capacity TO learn, found and applied those
methoLs, lie has the open sesame" 10 success
then with the interest OF each one secured
lie may, with certainty, expect to see hi,
work proSpering.
Let Them believe that we arc expecting
; much from them, and, ordinarily, we will MOI
be disappointed. 1t is scarcely necessary u
!, add, that the great motive power which un
derlies the action Is the confidence existing be
tween teacher and pupil. They must love anc
+ respect their teacher, for any other motive {,
, q child than that which Is actuated by de-
sire TO please und excel, Is no sure incentive
TO action.
4th AS means OF securing interest
teacher should lnculcate as soon possible
!, the idea Of studying as duty to SELF. AS soOr
, rs they nre old enough to appreciate in any
degree, the great Importance of this duty, 4
becomes one of the strongest means OF arous
ing the noble impulses OF their natures.
A child that studies merely through fear o
: punishment or some such motive, Is far from
the sure road 10 success.
9Th. When child makes an honest effort u
learn, be the result what II may, comment
|, him Tor 1t. Merited praise Is q reward which
, satisfies better than gold. It is an inheren
, principle of humanity to appreciate the sin
! formed; and with this inestIfnable gift be
,, slowed upon the daithlul scholar, we will SCI
the s,rest SignS of prOgress-the highest re
r ward of the earnest teacher.