The Manitowoc pilot. [volume] (Manitowoc, Wis.) 1859-1932, 1899-12-14
EDUCATIONAL.


The meeting at the Branch on Satur-
day was an unusually interesting one.
The Branch correspondent makes men
ton of it elsewhere.
Rev. Mr. Nachmiller who has added
to his duties for some time that of prin
cipal of the parochial school under his
charge, has been relieved this week by
the employment of principal and viii
celebrate his release by making IA trip
through Northern Wisconsin, returning
in season to discharge his duties as pas
tor of his church on Sunday next.
Miss Stearns spent Tuesday i'll the city
i'll consultation with the directors of the
Manitowoc Library Association and fur
nished much and valuable information.
A meeting was held in the evening at the
residence of Mr. Max Rahr and the COM
mittees reported progress A resolution
was adoptedthat in the selection of libra
rian one having had experience and in
dorsed by Miss Stearns be employed was
adopted This action was deemed neces-
sary SO that at the outset the library
would have the benefit of some one of
experience to aid the Board. 1t is the
purpose of the directors to have "a librarian
employed January /, and she is to as
sist the Committee on Library To select
the books and to aid in all preliminary
work. 1t was thought that an assistant
might be secured through apprenticeship,
some one taking up the duties SO as to
become familiar with the work.
The following suggestive queries are
presented by Supt Christensen
Are you making suitable preparation
for conducting each recitation?
Have you definite ideas of the lessons
you are assigning during the day?
Are you asking leading questions
during the recitation?
Each member of the class must follow
the work SO closely that it amounts to
an individual effort All must answer
the questions audibly, the others
silently.
De you allow your recitation periods
to be broken into?
Keep an eye upon the rest of the
school while conducting recitation.
Every lesson no matter how simple
requires looking over by the teacher be-
fore it is assigned,
By so doing hard places are detected;
means of illuminating and making the
lesson interesting presents itself to the
teacher Knowing the lesson the teach
er is prepared to assign it of the right
length. Ii too little is assigned the les
son is quickly learned and idleness and
disorder will surely follow. If too much
is assigned the lesson will be poorly pre-
pared and in that case fault is too often
found with the pupil when in fact the
teacher is to blame.
1t takes time and effort to prepare les
sons, but careful preparation of each
lesson brings about:-(a) The teachers
greatest inspiration 90 A practical APP
plication of teaching principles. (c) A
gain of power useful to pupils and teach
er alike in all school work,
Do you teach your pupils ho,c to study
as well as ,cbot to study?
Do you help pupils too often over seem
ingly difficult parts of the lesson?
Have you a daily program posted2
OF course you keep the Manual where
you may frequently use it.
Do. you pay particular attention to
paragraphs 10, 20, % in primary form,
30, 81, "a, 81, 80 in middle form, and Al,
As in upper form reading? If not, why
not?
If You are using signals in directing
the movements of your classes and the
school, do your pupils respond to them
promptly and quietly?
How much time are you giving to
mental arithmetic? If you are not
teaching it, why not?
Are you becoming acquainted with
the patrons of your district?
Have you organized local literary
society?
Do you prepare special program 50
parents may attend?
Are you makingan effort to raise the
educational sentiment of your district?
JUST SAVED HIS LIFE