The Miller press. [volume] (Miller, S.D.) 190?-current, 1914-02-12
THE TEACHER
AND THE SCHOOL
lContinued from frst pagel

imposed by some one In authority
for wrong done. The school pun
ishes to correct and reform the in.
divldual. All punishment should
aim to reach the individual rather
than as to serve as an example for
others.
Evils in a school: Carelessness,
laziness, hardness, irregularity in
attendance, tale bearing, whispering
lying. cheating. stealing, impudence,
and rebellion. These evils furnish
the problems which tax the inge
nuity and try the patience Of every
teacher. They must be met and
dealt with kindly, firmly, persistent
ly, constantly. They are best over
come by SO %cultivating the virtues
and the good things that there is
no chance for the evil to develop.
School virtues. Regularity,
punctuality, neatness, order, &C
curacy, industry, obedience,
truthfulness, fidelity to duty, 10y
atty, honesty and politeness are
the chief school virtues.
Forms of politeness-Pupils
should be taught how to give
and receive an introduction to
acknowledge courtesies to know
when to excuse themselves; to
give assistance to others, to give
place to others to respect older
persons and those in authority.
Cautions which should be
needed. Do not Csc sarcasm.
Avoid threatening and scolding.
Always keep your word with the
pupils. Do not be hasty in con-
demning the child. Use judg-
merit in giving and withholding
assistance. Have patience.
Learn to discriminate between
harmless fun or childish mis-
chief, and real wrong doing
Learn to overlook some things
and remember always-you are
dealing with immortal beings.
Incentives. The desires that
incite or impel to action or eff
fort are called incentives or
motives. When a pupil studies
because he desires knowledge,
he is working from a material in
centive, but when he studies to
make a grade the incentive is
artificial.
Educatiora, value of an exam.
nation. An examination tests
the ability to summon all ones
power upon occasion for extra
ordinary eXertion, and to eXhi-
bit ,he knowledge and power pos
essed upon "a given theme. 1t
trains the pupil in the use OF
good language, concisely put,
under limitations of time. An
examination shows both teacher
aud pupil wherein the prepare.
ton has been weak or deficient
and where it has proved salts.
factory. 1t shows what the pu,
pill knows or lacks, the weakness
es which it reveals may be ov-
ercome or corrected by reviews.
Value of reviews. Each reci,
tation should begin with a re-
view of previous work in order
to connect the known with the
unknown and to'enable the child
to use the knowledge already
possessed in the requirement OF
of new knowledge. The Object
of the recitation should be t,
help him to understand NOR,
clearly what he has already beer
taught. The first essential To Q
recitation is attention without
attention teaching is impossible
Suggestions as to how to Sc
cure and maintain attention
Remove all disturbing influ,
ences. See that the pupils ar.
comfortable, look after the ven
tilation, temperature and light
Then secure the attitude of at
tention, the correct position
Make the work interesting. ID,
not make the recitation perlo,
too long. Children are interest.
ed i'm what they can do we'll. Il
they are taught how tc master Q
task interest will be gained
The power Of the teacher I,
AWAKEN interest," and hold atten
t.on IA denendent largely upol