The Anderson intelligencer. [volume] (Anderson Court House, S.C.) 1860-1914, 1890-01-23
HoW BEST TO INTEREST PUPILS IN
SCHOOL WORK,

The following admirable essay was
read before the last Teachers Associa.
ton at Bolton, by Miss Nora Hubbard
and was unanimously requested for pub
lication. We commend it to the careful
attention of every teacher and school
patron in the County:
How to increase the interest Of The
pupils in school work.
This is a question which daily con.
fronts US, and sometimes puzzles not q
little. Could we 6nd explicit direction,
which, if carefully followed, would GER
tainly produce the desired result, how
eagerly would ne all avail ourselves Of
them If, for instance, school teaching
we're Like cooking, how easy it would be
We could meet together, exchange
recipes, and return to our work, feeling
confident of success If we followed the
directions. But unfortunately for us,
such is not the case, and any directions
ne may be able to give on this impor.
tant subject will somewhat resemble
"Mrs. Mudlaw's recipe for potato pud-
ding" This old lady had an enviable
reputation for making potato pudding,
and was once waited upon by an anxious
young housewife, who, with notebook
and pencil in hand, begged for directions.
The old lady began: "Boil your pota-
toes" "How. msny7 ?" interrupted the
young housewife. "Why just as many
as you think you'll need-if the potatoes
are small it will take more of them than
if they are large-then beat the whites of
your eggs stiff," continued the old lady.
"How many eggs ?" asked the other.
"Well, just as many aa you need; but
when eggs are scarce you need not use 30
many as if they are plentiful; then mix
the sugar with the yelks." "But how
much sugar? ?" was anxiously inquired.
"Just as much as you like" calmly pro-
ceeded the old lady; some folks like
things awful sweet, and some don't; then
add the spices" Glow much, and what
kind?" "Just as you please, some like
one kind aud some another; lastly stir
in the four.n "How much ?" was in
quired. "Why, just enough" and look.
ing over her spectacles the old lady con-
cluded with this good advice: "Yon
must.use your common sense"
So it must be concerning these per-
picking questions of school methods; We
can only discuss the general principles,
and then say to each teacher; "you must
use your common sense" in regard to de-
tails.
In no place is this old fashioned arti-
Gle, common sense, more needed or more
useful than in the school room. There
is homely, but true saying, ga pound
of learning needs ten pounds of common
sense to apply it." The modern name
for this same quality is tact, and the
teacher who has most tact, is usually
most successful in gaining the interest
of her pupils. So, instead of giving
directions concerning the pupils at this
time, we will discuss the teacher.
No one rule or method will be successful
with all. There are 80 many circum.
stances to be taken into consideration
that We hesitate to say one plan is best.
We can, however, with confidence assert
this fact, ifa teacher expects her pupils
to be interested in school work, she must
be intensely interested herself. We have
never known an earnest teacher who
failed to arouBe reasonable degree of
interest in her pupils. This interest on
the part of the teacher must be real, not
q pretense, for children are quick to de-
tect 8 "sham." The interest of pupils
can never be forced higher than that of
the teacher. We must show by example
that we consider each exercise of the
school of great Importance.
One very sure way to awaken the inter-
est of pupil is to let him help himself
all he possibly can. Better spend half
an hour, if necessary, in teaching him
how to do the work himself, than take
FIVE minutes to do it for him. This rule
has been given by one of our ablest edu.
Gators: "Never do for pupil anything
that he cao be made to do for himself"
We speak from experience on this point.
When; after spending considerable time
in trying to show pupil how to help
himself, we have been amply rewarded
by the look of grateful intelligence
flashed upon us as he exclaimed, 20,
COW I SEQ how !'' In this way ne give
the pupil q sense of power in himself,
and the interest follows as natural re-
suit.
One very sure and easy way to gain the
interest Of pupils is to win their friend.
ship. BE friend as we'll as teacher.
pon'l neglect to speak to them whenever
you meet them on the street. Visit them
at their homes and make yourself famil.
lar with the home surroundings of each.
The teachers greatest help or hindrance
lies in the home life of her pupils. We
may have some from homes where
parents are educated and all possible
encouragement is given to the children
in their stady; we will have others
whose home surroundings are just the
reverse.
By all means in your power try to in
terest the parents in school work. Visit
them if you have leisure, if not talk
school" to them whenever and wherever
you meet. When once the parents
become interested in your plans, your
greatest difficulty is overcome, and inter.
esting the children will be an easy task.
Our greatest trouble is not the children ;
re-. r. - .-na,;n,oo tooob oo 7, q