The Union times. [volume] (Union, S.C.) 1894-1918, 1900-05-11
THOROUGHNESS IN TEACH
ING.
Il Strong Paper on an important
Subject by one of our Teachers.

| NY ENrJ 'St, ku)W Will )mmSDu IL
self to tsachers everywhere.
'0ie of my school journals says that
the frsss Iuisites Of good teaching is
thorousnness and it is also the second
aud the third requisite and 1 for one
agree.
Without it there can be no lastin.
good tlhho pupil. The lessons vii!
be lcarhed aud recited ia separate and
distinct tasks having little or no COT
nection with each other and as such
speedily forgotten. When, ifproper!y
mastered and understood, they shoult
form links in chain.
We nhvc ali known important les
sons speedily learned, recited and for
gotten, The last more speedily than
either of the others.
To p.Gvcnt This as far as possible,
to 50, tin: the pupil gets TIE creates;
good possible out of a lesson, th0roush>
ly un&a;e'cnls The poiuts and subj .ct.
IL bring out aud unders ands its c,n
nectipn With lessons before and If or,
's L tbsEst the teachers du.y. To b.
abe to p all this is not easy erea III
tho ptsaEry graIss as l know by cad
sxperieEc,. The teacher, of course,
must have a thorough grasp Ct the
lesson before it is possible aad this
involves'study, but to know that your
work has been thoroughly done COM
pensstes cne / thi@k. There are S,
ma'y diHrent ways # hea,iag even
third gfale reading lessor,
For sinStauca, mere is a gr.do CT
twenty fyc or thirty reading and to
hear eac4 one drone through a Iara.
graph odtwo is dulness itself.
The Ihpil neither knows nor care.
what th, lesson is trying to teach him
Both thS moial AID the lesson Intend.
ed VIII he lost unless pointed out. His
part dsa's& tsSansh and tho iess,n is
over fJr t,n.'Now let Tue cher ask
a Iaw lelding questions or POM ~nt
somo particularly good passage aud
The eager interest is refreshing to SOC,
and the crowdins questions often show
keen intelligence uaawake3cd by the
lesson be fire. Keep up this iatersst
until the lesson is read aUd then tel!
the story 10 your own words aad they
will quickly understand both Lesson
and moral, though until that moment
neither has really existed for him
The reason isplain five stop to think
These children arc much more used t(
taking in things through their car
than with their eyes, much more usec
to hearing stories than to r,adinl
them.
Consequently what we say appeal
to them much more quickly than wha
they read, and this applies to all les
sons more or less. We must mako tn
dry studies as int resting as p .s;iGl
if they are to do lasting good. w
like our bo lily fool palatab!e and 9
course our mental tquAliy SO.
But in our etf,r.s to be thorough il
the meutal training of cur pupils w
must no. neglect the wa,m litll
hearts and the growing bodies unae
our care. Ins;s on hea!lhful exercise
proper nositious in sitting aud stand
ing and proper protection in bat
weather and We have done what W
can. Tney ought t. have plenty o
"thought food" of which we heard 8
mach at r R,ck Hal last summer, {
the ,est to keep heart and lives pure
, With plenty Of III, best there will b
no r. II for impuro. With the rrr
LITTLE hearts fall of love fIr the teache
and cai!d's love IS beautiful, thin
and so easily Won, AMI Of gocdne
and purity as taught by her wor,
. aud example and the child is we
: started in life. place the teacher
, responsibility a3 Almost equal to !hs
of the parouts. Weeds will grow j
cultivated fl ,lds 20 We cannot ailjr
to neglect any.
Truly teachers responsibilities a.
: great for We have nja,, heart a.
body a'l under ou. care, but our duti,
|, consciouticusly performed, VIC ca
. sUreiy feel that we form no inconsi,
. erAb'e part in the Creator's great pla
o Mrs. j. W. Thomas