The Sentinel=record. (Hot Springs, Ark.) 1900-current, 1914-09-27

no experience in teaching. On She
whole these teachers who have had
professional training for grade or high
school work are doing better t,auh-
In. They are more resoHreeful ana
have a better understanding Of the
work they are doing.
Many teachers are failing because
they are not using Il ustlative ana
supplemental material such as refer
cree books, newspapers, mfEazines
picture, &C. Some say that thov
would Illustrate and supplement m1-e
if they had the time, forgetting that
this is The way they should use rar
of their time; others say that th23
wcu a b happy if their pupils could
only learn what is in the textbook
Some teachers still require ri e.
definitions. and roems to he commit
ted tefcre any attempt is node to M
| ders and them Many of those who A.
tempt to use 'h2 DEVELOPMENT m athod
ere falling because they are training
their pupils to guess, and because
they 90 not cinch a principle or rule
after Il has been developed MANY
pupils are weak because Ger sin
! fundamental facts that are ncces. qcy
! for further advancement have no,
been drilled into the system to such
an extent as to he used au;cma ,ically
Material wholly unsuited to a pr
Pills st27e of devalcHment is often
forced upon him. Much of the reta~d
alton is. no doubt, caused by having
pupils swallow material that They can
not digest and assimilate Children
in the primary grades often struggle
ever The solution Of problems in arith-
metic that belong to higher grades
1t is still true of most teachers TINT
they talk to msch In many recita.
tons not requiring much Ia king by
the teacher tnree-fourths Of the time
is consumed in askira questions Az
swe!s are pumped in driblots, the
teacher using a dozen words in a 1qe
tion and the pupil ona or two in hic
reply t1us destroying connected
thought.
In TO many classroOms no mo i've
fer study is provided. Manual train
in teachers often keen boys workiny
at 'oints Tor weeks before giving them
anything TO Join that will be of value.
Mach OF the worb in composition 10
based uron matter apart from the
thi'd's lie end experience In arith.
mC-ic few rrobuems outside the text
book are eiYcn. In history and l'tsr-
ature there is too little Interpretation
end too little appeal to the draTatic
instinct and the power of yisua izinr
Great as has been the Improvement
in methods Of teachins reading, there
is abundant opportunity for further
Improvement Some schools are still
making THE teaching of reading a
| purely mechanical process the pupils
being required to learn a long list Of
words before they are permitted to
| look at a story. Sing-sODg ccnccr;
| work when teaching list Of words
is destroying natural expression in
not a few classroom. Tho intrCduc-
/ tion OF supplementary readers is hav'
| inc a most sautary effect on the
reading in the primary grades. in
several instances however, the pupi S
skim over the suppleme ntary readers
without getting the Thought The
poorest teaching of reading is in tAe
intermediate and grammar grades
READING should receive more attention
than ii does in these grades.
On the whole. schools in smaller
cities are doing good work, but sa'-
aries are small, ard standards Of
preparation for teachers low, II is
only fair to say that some Of the very
best schools anywhere are in the
smaller cities.