Macon beacon. [volume] (Macon, Miss.) 1859-1995, 1896-01-04


The teachers mind should be
accurately and abundantly pre-
pared on the subject which he has
to teach: I seems trite thing to
say to teachers that they should
prepare their lessons. Another
hint to some of our best teacher is
this /; Do not get into stereotyped
routine method of doing any one
thing.
You have probably heard some
good model lessons during your
visits to different schools but do
not suppose that is a reason for
initiating its methods, or casting
your lessons into the same mould.
Different subjects admit Of and re-
quire great diversity of treatment,
and if they did not, it would be
necessary to vary your mode to
sustain and keep. alive the interest
your class. Preparation required
cannot always be obtained from
books. He should watch the Incl.
dents of each day and see what use
he can make of them in his class.
One of the most efficient means of
kindling the interest and holding
the attention OF children is the
power of using striking illustrations.
The best of teachers possess what
may be called pictorial power, in
addition to his other qualifications.
By this 1 mean the power OF des-
cribing scenes and incidents so
clearly that they shall appear to a
child's mind az really present.
The imagination Of child is very
active and every teacher should
know how to address himself to
this faculty. which is so natural to
a child. We see this verified in
every day life. Even from the BIZ
bic we find this true. Did not the
Great Teacher appeal to man
through the senses and imagina'
ton when He gave US the parallels
We all know what advantage a
teacher who is able to use good IL
| Illustrations has over others. We
have all observed when scene is
picturesquely described, how the
faces of the children lighted VI
with interest.
Consider again the lessons hic
in allegories and stories. Do yo'
suppose that if Nathan had begun
his rebuke to David in this way
"You have committed great Of
fense' etc., that it would have hat
the same effect as the narrative n
related to him, concerning "tw
men in one city, the one poor, tn
other rich ?" He went on turtle
giving the various incidents unit
"David's anger was greatly kind
led against the man" and he ez
claimed GAS the Lord liveth tn
man that hath done this thing shal
surely die.' Not till the solem
words, "Thou art the man ~ ha
been uttered to him did he fe'
guilty. Why was Nathan's metho
so effective? Because David ha
no idea that it concerned him. Ho'
much deeper was the impressio
than IL he had confronted him wit
the right aud wrong Of David's ow
\ case.
!. Teaching. when we'll illustrate
by stories and parallels, is NOR
interesting to children than IT fu
Of dry statements. The power
choose illustrations wisely az
!. to make good use of them is vel
rare. The creative genius, whic
can invent skillful illustrations IS
: special gift. 1 do not possess
and I do not know how to get, wi
!. probably be the answer OF some.
Suppose you practice more
the art Of telling a story; repr
duce in your own language son
:. story you have read, some interes
y ing scene you have Witnessed, al
8 YOU will take a step in the rig
n direction. M. N. M.
Education begins that hapl
/. moment when the quickening u