Crawford avalanche. (Grayling, Mich.) 1879-19??, 1892-06-09
HINTS TOiTHE TEACHER
MANY SUGGESTIONS THAT ARE
PRACTICAL.
The Teacher should Have Great Moral
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- spelling Matches = General Hints 10
Country Teacher.


perfection OF moral excellence as his
ideal. or course he Will never reach
this high plane; but II we examine
closelywe shall find that no great per-
lection has ever been reached In any
sphere under the guidance OF nm ideal
attainable at the time Of reaching 1t. 1t
is hard fora teacher 10 govern unless
he Is bulwarked by great moral force.
There is something In the breast Of
Vicious child even which compels him to
respect and admire an upright and
orderly life. AS to whether teachers
should engage In playing with the pu-
| pills, take part In their sports, and, in
| fact, be as one of them at recess and at
other times Of leisure,' has been ques-
ton of deep concern to me. II the
teacher can do this and still preserve
the highest respect OF his pupils, such
an association between himself and
them should by all means be recon-
mended. This requires no little genius,
and, unless fully conscious Of power to
rise above all obstacles, II is better to
maintain a respectful distance. In
timacy no doubt breeds contempt. The
pupils should feel that the teacher Is
their superior friend. Pupils should
fear the teacher, but this fear should be
SO blended with love and admiration as
not to be brought into consideration
prominently. A celebrated writer and
preacher has said that fear is one OF the
essentials OF the highest types of re-
spect.
A brilliant young educator once re-
marked In my hearing that students
should feel as II their teacher was their
master. While 1 did not agree with him,
observed that his discipline In actual
xua do hal N a
teacher should feel himself to be master
OF the situation, for self-confldence Is
as necessary in teaching as in all other
vacations.
Personal magnetism Is an essential in
school discipline. This In great meas
ure is born In the teacher.
1t Is difficult to lay down fixed rules
for getting il. 1 can we'll remember,
when recited the same branch to diff
feTent professors, what a difference In
magnetism existed between them.
When Judge Somerville entered the
lecture-room, most respectful quiet set
tied at once upon all the class. There
was an untiring attention to his every
word. All eyes seemed fixed upon him
as he proceeded with the most prosy of
lessons. He impaired to them life and
freshness peculiarly his own. He did
not talk much, but to the point always.
There Is this fault OF talking too much
among many teachers Pupils some
times reach the point where they pay
more attention to silence on the part of
the teacher than to his lectures. The
pupils should understand that, when the
teacher talks, there Is something being
said of great worth and wealth to them.
and that, II they lose it, they have lost
something more precious than jewels OF
purest ray.-Edpeatbonal Exchange.
Methods of Teaching United States His
- y. tory.
If the text book Is faulty in arrange
ment of topics, the teacher may give
black board outlines of each Of the colo
MES and presidential administrations as
they are studied, requiring pupils to
anu 10 recfte therefrom.
Spend few minutes in assigning adj
vance lessons, calling attention to i'm
portant parts, briefly commenting on
the same.
Encourage comparison Of the state
ments OF different writer's, and notice
any worthy outside material bearing on
the lesson.
Let prominent historical characters
be the center OF historical events as
much as the subject matter permits.
Use maps frequently, locating all i'm
portant places. 'i
Send a number of the pupils to the
board, require written work; conduct
recitation with remainder of the class,
| closing In time to call attention to the
board work for purpose OF criticism or
commentator.
Vary the monotony of daily recitation
| by the reading of historical poems or
| other appropriate selections, by con-
versational study of the lessons, then
have general written recitation on the
| topic considered, thus giving each child
| a test in spelling, grammar, and express
sion, as we'll as history. Return papers
to pupils that they may correct mis-
| takes.
Let pupils write dates, as the teacher
names important events, or reverse the
process, then have pupils exchange pa
| pers and correct errors.
Have general review questions given
by teacher, alternating with members
of the class.
Use historical cards, divide class into
sections, and credit the sections which
give the greatest number Of correct re-
plies
Use one day in the week for general
news; credit the pupils for brief mention
of important events In current history,
thus encouraging an interest in the
world of to-day.-C. Krell, in Popular
Educator.
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