The news and herald. (Winnsboro, S.C.) 1877-1900, 1895-03-19

History when each link is loose and
out Of order, how easy if every lesson
or nix is simply and securely tied to
the one next to it!
By keeping this thread of unity con-
stantly in view, We increase the power
Of the memory many fold, we arouse
and stimulate to action the reasoning
power, two prime objects of teaching
anything.
Now for the recitation proper. Be-
fore beginni, g the assigned lesson, let
some member of the class briefly and
pointediy summarize the yesterdays
lesson; this is very necessary for it
amounts to reciting the same lesson
twice (in time fer one) and it leads up
to where the today's lesson begins.
More than this, it is well frequently to
review the chapters of the History or
Epochs. For instance, every child
studying Barnes History should be
able to rattle off the six Epochs of
the United States History: 1st, Early
discovers and settlements. 2nd, De-
velopment Of Colonies. Srd, Revolu.
tionary war, etc. But without that
reviewing the average child will after
going through the book more than
once, after be unable to tell how many
Epochs in the Histo:y. I once had
occasion to question q class that was
nearly through an advanced Geogra-
ply, and found that they did not
know in what Hemisphere they lived!
Couldn't mention the continents, and
could not give a good definition OF
cape or isthmus, and all because these
questions were in first part CT book.
They had never been reviewed and
had forgotten. One of the best teach
ers I was ever under, would call on
some one at least once week to re-
peat in order the chapters Of the book
up to the present lesson.
Next, the teacher should never tell
the class anything, it can tell him to
get the best work out Of a class, 1t
should do the recitipg. But you may
say "Frequently the pupil cannot
answer even part Of nay question"
Then either draw him out by simple
| and more direct questions or call on
some one to give him start. Often
times that is all that needed. Another
mistake is made in asking questions
indi, criminatcly. You can without
being partial, generally give the hard
est questions to the bright pupils, and
the less difficult ones to the duller
boys. Thereby the bright boy is made
to be en- the alert, and the dull one is
encouraged.
Next as to kind of qlestlions: There
is great art in questions. Some ques-
tions can be answered by observing
the tone and form in which they are
| asked; such can do no good but rather
| encourage Incidence. Others, little
better, are those requiring yes or ne
| answer. Again question should con-
tain no information in it, that the
pupil can himself give. What about
question in back of history? Shall we
! use them? sav, decidedly, no! They
are very excellent and from an expe-
| ricnced educator; but to use any
| printed set of questions, j. to give
your class an impractical and depen-
| dent knowledge of the lesson. The
| boy thinks if he can answer all the
printed questions he knows it; while
| the fact is generally, if asked, a diff
ferently werded or more comprehen-
sive question, be is unable to answer
it. By way of Illustration: suppose
a boy is asked the question about Jno.
Cabot in Barnes History, which are:
"What was the plan of Jno. Cabot?
What discoveries, did he make? Did
his discoveries antedate those of
Columbus? Where and when is ii
probable the American continent was
first discovered? What discoveries
did Sebastian Cabot make? Did Eng
land improve them? Of what value
where they?' and he may be able to
answer every one. Now ask him
wider question as. give all account OF
the discoveries and explorations of
John and Sebastian Cabot, and he
would do well to get one-half it. A
boy has been slavishly following the
questions in the book would be una BILE
to make start, or at best to give only
a very imperfect answer. Then what
kind Of questions should we use? To
which I answer, original ones clear
and direct. To answer such questions
requires ready knowledge of the
lesson and some individual thought
and quickness in wording those
thcaghts; hence your answer is almost
always in original language-which
result is greatly to be desired and
shows an assimulated and practical
knowledge of the subject.
Next we should get the opinions of
the class on debatablc subjects. Here
is the opportunity to impress the les
son by a little debate or exchange 0
opinion, and of equal importance to
obtain that mental training that should
be part OF every recitation. To ask
q boy his opinion, to let him know he
has right to think for himself, and to
form an opinion Of his own, provided
he gives his reasons for it, is Won
deriul stimulus to quicken interest and
to encourage personal and independent
thought. For kim t, know that he
can even differ from his teacher is a
liberty which gives him 10 end
delight, and just that much adds to hi
alertness and attention.
Let me now briefly recapi!ula'e:
The prime Object in teaching History
(sside from developing the minD or
to get a connec' cd view Of a series of
events, which 60 to make up the like
of country, to trace the causes lead
ing up to these events and tie effects
flowing from them.
Plan If recitation: lst. Brief re-
view Of last lesson. PAD. General
questions. 3rd. Particular questions.
4th. Illustrations from history of
other nations, 5h. Practical discus
sion and application.
TO conscien'iou-ly and intsli gersly