Semi-weekly independent. (Plymouth, Marshall County, Ind.) 1895-1897, 1896-04-04
NOTES ON EDUCATION.
MATTERS OF INTEREST TO PU-
Pill AND TEACHER.
Scolding, Nagging and Furnishing
Are the Poorest Tools Teacher
Can Cse-HOw to Treat Dull Pupils
Object of Disci pline.
Routine of First Weeks.

IT at one time more imam anOlner pa
thence is required in the schOolroom, it
is during these first two or three weeks
of the term. There is SO much to lie
lone before everything gets in the
snooth-running, orderly state we de-
sire, SO many things to explain and
leach.
The beginning of the term was a
great trial TO me when l commenced
teaching. but after n few sessions
began to see how useless it was TO eX-
pect the whole machinery to be i'll
working order in two or three days. |
learned not TO despair even when, at
the end of two or three weeks. the
general orderNness of the room was not
satisfactory.
BE patient. Remember that the chill
dren are unaccustomed to your ways,
perhaps are strangers to the school and
district. They may be trying, TO their
ability, to please YOU. and yet fail ut
terly to reach your standard.
Be cheerful. Scolding. nagging and
Furnishing are the poorest tools you
can use. Inspire the children with Il
desire to be orderly in every detail.
quiet. courteous, helpful. thoughtful
for the comfort OF others. trustworthy
in short. to do their best in all things.
In addition to the inspiration of love
of order, drill of different kinds is nee
eSSary-taking states standing up, com
ing to and going from class, position
of attention. position when asking or
answering questions: III regular Ques-
tons. when the pupil should always
stand and that without lOlling on desk
or seat when addressing the teacher
lining. marching. etc. All these move
mentS should be automatic. y COM
mand should be divided into two parts.
the first consisting of cauti0nary
word: the second. the action word. For
instance. Quick-march" stand
up Right about-turn" No motion
is made until the second. or action
word is heard, and then all move to-
gether
Like many other good things, this
schoolroom drill has been carried TO
great and foolish extremes, which have
been injurious TO the children and of
no possible benefit to the work: but n
moderate amount. especially with little
children. is necessary il we would avoid
much confusion and disorder. Without
doubt, quiet, steady. orderly habits re-
fleet positively on character. | believe
disorder would be impossible in class
in which pupils had been trained to
stand. march, pass and take books,
states, etc. with uniformity and pre-
cision. The habit of prompt and exact
obedience is the cornerstone of the tenn
pie of order.
1t pays one to devote considerable
time during the first week or two to
these external matters. Thorough
drill should be given in standing.
marching. Diminishing. distributing and
collecting books. etc. This done. there
will not be the same necessity for fire.
quent reminders. such as: stand
straight up quietly In STEP
softly"
During the term. if the children be
come careless. have a ten-minute prac-
tice after O'Clock.
\ word or two regarding the general
work of the term. Try the experiment
of making Il speciality of one subject
this session. 1t may be Composition,
Vertical Writing. Geography, or any
other subject. Make special effort in
it: all branches of the school work will
profit by th" hobby" if it be good
one.
DO not thiEk that you have no time
for anything beside teaching. You will
do much better work if YOU are improv-
ing your mind in some other direction.
Make time for reading. and give cdu-
cationai works their just share. Don't
lose interest in your work. You may
be sure that the children will meet you
half way in any whole-heartcd plans
for improvement or reform.-The Edu-
cational journal.