The Salt Lake tribune. [volume] (Salt Lake City, Utah) 1890-current, 1908-11-22

=
Concord. N II. Published by Moffat.
Yard and Company. New York.
This is a most worthy. earnest and in
teilIgent book in the cause of educa.
ton. 1t goes back 10 first principles,
and TO the point that there is more in
the teacher than there is in the book. -
The writer explains that success in
teaching depends upon the adaptation
OF the teacher TO his work, upon his
TACT. upno his resources, and upon his
thorough understanding of his work and
of his pupils. The essays are a vivid
presentation of the observation of a
WORKMAN S ian recorded from time to. time
amld the noise and business of the
shop" His hint as TO why so many
young teachers fail in their first en-
1husiasm has touch Of real life in it
when he says: Young teachers fresh
from college or seminary enter their
Work as II fully equipped They think
they have all the best methods at their
fingers ends. and they wonder why it
is tnat their scholars do rot at once
glow with their enthusiasm. Even the
Instance of quarter of Il century can
not blot out the feeling of injured pride
with which the writer contemplates in
the light OF his after experience how
thoroughly he made a fool of himself =,
=, In considering the general subjects
tho author first division is E'The
Teacher his qualifications, his per.
sonahtY, his resources, his adaptation
to The. work. Next comes ''The Child, -
MS being the subject Of the teachers
work and the material he has to deal
with in doing that work Then fol
lows chapter on 1.-The Nursery'' as a
preparatory place toward the school
work Then comes 1.-THE School. - fol.
psnse, The PIaygfound, sssiSIi q "Disci. SCI
PlEIne;,, The Glass; ",.Class Work"
AS an example Of the wav
to handle pupils, the writer is strong
on Che point of the necessity for the
teachers S thorough study Of the in.
dividual child, aud on the command of
ono s own voice and manner; these be-
ing well calculated to insure for
teacher the handling of his work in
such a way as to Eventually command
perfect order. 80 An air of confidence
coupled with unremittine attention to
the lesson. goes far towards making
every boy feel that his interruptions
arc nuisance TO his fellows.'' y the
writer says, and be proceeds as follows:
As the laggards trail in. they wiu find
the lesson already we'll started. or the
master at the board demonstrating some
Thing with interest and apparent oblivion
OF their tardiness. Questions scattered
around among the careless will soon pull
thinSs together Perhaps the masters
back is turned and he Is writing or ilgur-
Ing. explaining as he goes; ne knows the
spirit that Is making small disturbance
timely question. and he remarks quietly,
IS he writes, Jack I don't really believe
that you want me 10 stop TO attend 10
you" Perhaps Jack needs a further and
more distinct snub. Turning and point
ing to a part OF the board as much ag
possible out Of sight of the class, go
TO the board and do example 10 as wei
translation Of lines 75-S0"
II can't do II. sir
IT am sorry: then. Just make a clear
copy OF the Latin, anything 20 cool his
vanity. and give the general Impression OF
the necessity FOR work.
AS an example Of personal attention
e 10 IA mistaken boy. the author cites the
following as n method of effective dis
cipl!ne; after pleading against sever
ity. especially for trivial ofTenses, he
goes on:
When severity Is necessary. the empty
the class Is lowing:
Tom. stay IN your seat"
Then Few minutes ri absolute dsrc-
gard of the boy ny tho man, who IS
busy correcting work, may bring forth
this conversation:
Why. Tom, what are you doing herc?"
You told me 10 stay, sir"
why did ] tell YOU 10 stay?"
'BecauGc ] spoke out. suppose
rs that ali you Gia?"
Yes, sir
Would keep you IN Just for speaking
you did. sir"
Have not told you q great many
times that you interrupt our work."
Yes SIR
Then it seems as II you did not care"
II do care"
Il know you do. I Just want you 10
stop and think a minute. Good -byc!"
Again. by way of hclpfuInes in the
lesson, the author illustrates his posi-
tion as follows:
have hundreds Of children to teach
r'Athematfcs. and Eave yet 10 hrd one