The stayer. (Canyon City, Tex.) 1896-1903, 1902-12-04

help from the teacher, the text
book they are required to stud
Those who need to study must
be trained to do it, just as surely
as they need to be taught and
trained to read" When we con-
slider the large number of students
who enter the high-schools and
college ignorant of the quickest
and best ways to study, this is by
no means an un-important part of
theprimary teachers work. What
is the cause of this ignorance on
the part of the student9' you ask.
The best educators of to-day say
it is answered in the one state
ment, Never ask vague or general
questions" Every one is happier
and more sure of success if he
knows just what he is expected to
do and has definite ideas as to his
method of work" Why not give
even primary children the benefit
of definite purpose. In order to
do this successfully, we muststudy
our classes as closely as the skill
| full doctor examines his patient in
making the diagnosis of a case.
The first question that presents
itself is, How may | arouse this
child's interest in this subject
and when this problem is solved,
the work is done. Here will the
perpleXing trouble with the one
sided" pupil arise. One dreamy,
imaginative child will spend hisen-
tire time on his reading or his Ian
guage lesson, and shed tears every
morning over his number work.
On the other hand, the child with
strong reasoning faculties will con-
slider anything but number work a
dreaded bugbear We must study
the child before we teach him to
study.
AS so much of our knowledge is
gained by reading, this is, orshould
be, given a prominent part in each
days work of the smaller ones.
No matter how many devices we
use, or what method we employ
there comes time when the child
must take his book and study.
A primary teacher has no time to
waste, and after giving special
drill on the new or difficult words,
she generally satisfies herself that
her class is at work and turns to
her next recitation. If 'satten-
ton were placed on a class after
the order, Study the lesson on
page thirty has been given, much
could be learned from the pupils
actions as soon as they hear this
order.
One child who repeats" great
ieal is found to be repeating each
word in the belief that he is learn
ng his lesson; the expressionless
'eader mechanically pronounces
he words; the slow child, whowin
'oint in spite Of teachers efforts,
'laces his pointer" finger on the
irst word and proceeds to study(9) :
he lesson in a hating, disconnect-
d way. a few children, usually
hose who read well, really study
he lesson, but these are excep-
ions.
Not all classes are alike, as we
Il know. Sometimes an entire
lass will read with poor express
n, or again, a class will be slow
pronouncing words. The efforts
18th the first class must be direct,
/ to bring out the reality of the
sson story, and tH> skill and in
5nuity of th5 teacher WILDE taxed
the finest extent. The second
AZ needs drill on the words Of
9 lesson. For impressing WORDS
the child mind, the board (tEa
ack-board, mean is of great as
stance.
| give here few little hints
lich have aided me in teachirg
ildren to study this lesson: l.
'py the lesson putting in pictures
stead of nouns 2. Copy al