Saint Mary's beacon. [volume] (Leonard Town, Md.) 1867-1983, 1889-05-02

In the examples given we have
been able to ascertain that to which
| attach % much importance. viz.
the knowledge which the pupil lacks.
This is sufficient of itself 10 furnish us
the ground work upon which to base
the desired information and which so
materially lightens cur burdens, since
this knowledge does away with ell su-
perfluous explanations. economies
and establishes bresity. which should
be adhered 10 as much as possible in
every recitation.
So much importance do I attach to
this as preparatory step in the con-
aucting Of . recitation that deem il
the alpha and omega 70 Successful
teaching. In connection with this
mechanical teaching may be men,
toned the drawing out process. All
teachers, ! venture to assert, without
a single exception. either directly or
indirectly, assist their pupils in their
answers. This should not be done.
for besides making them non.selfre-'
liant inculcates into them an idea
that no lesson needs thorough learn.
ing. which idea will never be eradi.
Gated until business or necessity un.
folds or opens to them the fallacy of
having others instrumental in exscu-
ting that which they alone should be
sole productors.
Another great obstacle TO q well
conducted recitation in our public
schools is the meaningless and monot.
onous way in which certain children
persist in reciting. To overcome this.
especially in large school, is very
difficult. To remove this impediment.
however. consider it necessary to
have the child recite over and over
again the lesson until it masters it suf.
ficiently to distinctly comprehend the
subject. This ] have found very
common annoyance. as it grows prin-
cipalIy out Of irregular attendance.
In every school there will be some
children whose attendance reminks
me Of certain religious fanatic dur
ing the reign of Cromwell, who was
known to pray only as his sanctimo-
nious spirit moved him. The parents
Of these children also seem to remain
careless to their future. and only when
Minerva reminds them of their own
need of orudition do they see to their
attending school.
For these it is impossible TO keep
pace with their class. from the mere
fact of their persistent absence from
school. Each lesson serves as key
or an Introductory to the following
lesson. and when this connecting link
is repeatedly broken the child finally
reaches step iu the ladder which he
finds it impossible to get beyond.
And / ask what is the teacher TO do
but to continue the pupil on in this
heartlees. discouraging and unsatisfac-
tory way? While he wishes to obvi-
ate this embarrassment be cannot do
so for the mere want of time.
There are many other principles
which might be mentioned in connec.
tion with the subject in question. but
since attention cannot be given them
in our county schools. / deem it un-
necessary to detail them here. How.
ever, in conclusion, I will mention an.
other great evil which dare say
many teachers have failed TO note,
viz, the persistent and continual
change of Tsrt- Books. Many patrons
are too poor to be continu .lly pur-
chasing books. and others who are
able are too perverse to do 30, for the
simple reason that they consider. and
rightly too, that these eontinual
changes are unnecessary and uncalled
for. Hence the impossibility Of thor-
oughly grading q school. And what
follows2 Why, as night the day, for
it 10 unsxceptionally the case poor re-
citations.
A HoPELEss CAsE.-Mrs. Nocash-