Delaware gazette and state journal. (Wilmington, Del.) 1883-1902, 1898-09-29

results are obtained. The trained and
intelligent teacher draws out the
from tho minds Of the
scholars themselves; that is, he makes
them see things themselves
There is nothing TO gain by making
a backward pupil appear before the
brighter pupils as q "<now nothing.
The teachers can, by u little extra
work, ascertain in what the child takes |
the most interest, and when he has |
found it out. tact will readily assist
him in opening up the latent powers |
of the mind like dry wood which needs
only the fire of match to make big |
blaze. If the child delights in nature,
engage with him for u time in the
pursuit in which he finds pleasure.
The teacher should, by Ill means, first
gain the, confidence of the pupil. This
is essential, for it is from that conf
dence--that is, mutual trust between
teacher and pupil-'that success is to
come. The moro you ingratiate your
self into the favor of the child, the
more readily will he take up the task
assigned. No particular rule can be
laid down for arousing pupil. But,
in general, the first thing is to have
and hold his confidence; let him see
you are interested in him, and he will
soon respond with will that will re-
pay you for all the trouble thus ex-
pended.
Above all, show your confidence in
the child's capabilities, however small
they may be; enter into his struggles
with sympathy, and instil your spirit
into him. II is the teachers spirit in
the child that oyercomcs the Difficult
ties and dispels all the darkness and
fear from his mind. Make the child
feel that work is play and there is
pleasure in it,
Even the dullest child yearns to win
the approval Of his teacher. There is
no stronger stimulus than a word OF
praise.
The secret of Napoleon's success was
his faculty of catching short maps
while a battle was going on around
him, and he was better prepared, when
he awoke, to give new orders. Ii a
teacher wishes to be repaid for his
efforts to teach child, he must avoid
overworking or keeping him at the
same thing too long. Give him rest at
intervals, and, at the same time, see
that he has something to do for diver
sion or recreation.
.
| work is when the class is divided into
| two grades or more. This work is so
complicated, and the tax on the atten
| tion of the teacher So great, that he is
| obliged constantly to exercise his in
genuity and be ION the go'' How to
| give proper attention to each of the
pupils under such circumstances is q
| problem that puzzles hundreds of
| teachers. The grave question comes
with great force: What should be done
to keep the different grades all at work
at the same time? The problem is a
simple one if the teacher sticks to the
right principles. Things, when one
makes up his mind to take them as
they come, are not SO hard to do as
they appear. This applies to teaching
class of many grades.
The first requisite to success is
system. A teachers method must be
one and the same, and if he has assist
ance from more advanced pupils in
teaching those less advanced, all must
work in cooperation with him. With
system dull pupils are no burden; the
work is, indeed, rendered easier and
more pleasant.
Teaching, especially backward pupils,
in different grades is wholly a work OF
details, and one that requires thorough
ness and close attention. The economy
of labor and vigor in performing the
necessary work is of as much import.
ance as knowing how to teach things
at the right time and in the right way.
There are advantages in a multi
graded class that bright class has
not. The pupils receive more in
dividual instruction and discipline.
They are forced to throw themselves
upon their own resources, to act ant
, think for themselves.
f Backward pupils should be by them
selves in small classes of five or eight
. Better have two or more divisions in
, large class of dull pupils than attemp
to keep them together in one, which I
! almost impossible. True, it is TO III
advantage of the dull to have brigh
! pupils in the same class with them
But there are always bright" pupil
a in dull class.
i The education of the backward woul
be on a firmer basis if they could re
o main in the same class and under Tn
4 same teacher at least three years.
i 1t has been my lot to teach elias
i consisting of from four to six divisions
: and to pay proper attention to all
/. have been obliged TO resort to diGferer
q expedients. When am teaching on
. division ! manage to keep the other
d at work by giving each pupil SON
a task TO do according to his abiltie!
d Otherwise, idle hands will get I'M
n mischief.
!. Ii one pupil begins to fall behind h
!. class, or rather grade, it is mistal
ar to let him remain in it too long. 1t
l ,ff he hot a..
IS the different grades in course of tin
70 and thus one grade becomes part
another.
II The exercises should be varied
NJ much as possible. Practice in penmai
NJ ship half an hour or more three tim
II a week not only trains the hand hi
Ne also affords relaxation.
O. As soon as they are able to wri
ir short sentences dull pupils shou
nj have instruction in simple additic
n the first year; this helps to relieve Il
10 tedium of the hour. 1t may be ma,
n more practical and interesting |
utilizing colored sticks, block
Y, crayons, pictures of people, animal
IN birds, &C., in teaching addition as
Id as ten. When they have some idea
i'd what it means to put two or mo
r. numbers together, | hang up ON Il
wall written charts, large number
90 which have on hand. On one cha
nd is written: plus | equals :? ] plus
ey plus l equals ! plus l plus / plus
err equals &C., Another contains Z
CHI following: 2 plus equals 9 plus
A plus equals plus L plus / plus
its equals ? &c. AS the pupils progress
Ter would be well TO teach them numer;
I'd as far as one hundred, but examples
addition should be limited to ten un
,e. the pupils are able to do any SUI