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REVIEW.

“Review is the secret of clear view.” Always review. Have some question always in mind that will in some way call up something that has been learned. Watch your pupils carefully and learn about how long it takes them to forget a thing. Ask them for it just before they forget it; this will serve to fix it in the mind.

“LEARN TO LABOR AND TO WAIT.Wait patiently. There is too much hurry in our schools. A question is asked and some one called on in a startling tone. If he stops to think, he is told to hurry. He is handed a book and told to read without an opportunity to even “look over" a sentence. The teacher should say and do the right thing to put the pupil in a condition to think and then wait for him to do the thinking. Growth is slow. Some seem to think that a bad boy ought to reform as soon as he promises to do so.

It is not possible. “Learn to labor and to wait.”

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PRONOUNCING BEES.

Spelling Bees were once quite fashionable and are yet in some localities a part of Friday afternoon being spent in “spelling down.” Some good comes from it, but it is an example of the survival of the fittest, since the best spellers spell the greatest number of words and get the most practice. Why not have Pronouncing Bees? A list of words frequently mispronounced might be placed on the black-board. The pupils might divide as they do in spelling matches, or they might pronounce down. As every one must pronounce words every day, this certainly would be an eminently practical exercise. Occasionally we do hear of one of these pronouncing bees. We hope they will become more common.

FREEDOM.

No one is free in the realm of nature until he understands nature's laws and obeys them. If he walks out at a second floor window, instead of going down stairs the old way, he will hit the ground hard. He is not free from the law of gravity. This plan of getting down stairs may be original, yet the result is the same and he is not free. There are those who insist on having fridom in teaching. They seem to think that this means that they must not do as any one else has done. They must have “a way of their own,” even though the “way" violates the principles of mind-growth. The most discouraging thing in regard to such teachers is, they are not sensible of their misery. The laws of mind are as unchangeable as the laws of matter. The violation of one brings about as disastrous results as the violation of the other.

RING, RANG, RUNG.”

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The class was asked to use rang in a sentence. Hands came up almost instantly. One little girl was called on and she said very sweetly, “Has the bell rang?” “O my!” said the teacher. “Think, think; ring, rang, rung," he continued. The little girl felt the correction keenly and would have made another trial, but the teacher called on “the next,” who said, “The bell rang." “Yes,” said the teacher, “that sounds more like it.”

Question: Was the first pupil benefited ? Was she any less likely to repeat her mistake? The teacher called frequently for the different forms of ring, and they were always given as follows: “Ring, rang, rung." The teacher said to the visitor that the pupils knew those forms just as well as any body, but when called on to use them in sentences, they failed. He wondered why.

This is the first step of progress. Why do my pupils do thus ? Teachers are too apt to think it is because they, the pupils, do not try.

We venture, in the above case, that the words when used carried no meaning with them as to time. It would have done them just as much good to say “Intra, mintra, cutra, corn,” as to say "Ring, rang, rung." Put meaning into the words and associate the word with its meaning frequently enough to make the one always suggest the other. Ring should call up the idea now. Rang, yesterday, last week, .time past. The idea that the first child had was that the ringing had ceased: this idea should have called up the proper form has rung. Saying "Ring, rang, rung" will never bring about the end desired.

REVIEW.

“Review is the secret of clear view.” Always review. Have some question always in mind that will in some way call up something that has been learned. Watch your pupils carefully and learn about how long it takes them to forget a thing. Ask them for it just before they forget it; this will serve to fix it in the mind.

"LEARN TO LABOR AND TO WAIT." Wait patiently. There is too much hurry in our schools. A question is asked and some one called on in a startling tone. If he stops to think, he is told to hurry. He is handed a book and told to read without an opportunity to even "look over" a sentence. The teacher should say and do the right thing to put the pupil in a condition to think and then wait for him to do the thinking. Growth is slow. Some seem to think that a bad boy ought to reform as soon as he promises to do so. sible. “Learn to labor and to wait.”

It is not pos

PRONOUNCING BEES.

Spelling Bees were once quite fashionable and are yet in some localities a part of Friday afternoon being spent in “spelling down.” Some good comes from it, but it is an example of the survival of the fittest, since the best spellers spell the greatest number of words and get the most practice. Why not have Pronouncing Bees ? A list of words frequently mispronounced might be placed on the black-board. The pupils might divide as they do in spelling matches, or they might pronounce down. As every one must pronounce words every day, this certainly would be an eminently practical exercise. Occasionally we do hear of one of these pronouncing bees. We hope they will become more common.

FREEDOM. No one is free in the realm of nature until he understands nature's laws and obeys them. If he walks out at a second floor window, instead of going down stairs the old way, he will hit the ground hard. He is not free from the law of gravity. This plan of getting down stairs may be original, yet the result is the same and he is not free. There are those who insist on having freedom in teaching. They seem to think that this means that they must not do as any one else has done. They must have “a way of their own,” even though the “way” violates the principles of mind growth. The most discouraging thing in regard to such teachers is, they are not sensible of their misery. The laws of mind are as unchangeable as the laws of matter. The violation of one brings about as disastrous results as the violation of the other.

RING, RANG, RUNG.”

The class was asked to use rang in a sentence. Hands came up almost instantly. One little girl was called on and she said very sweetly, “Has the bell rang?” “O my!” said the teacher. “Think, think; ring, rang, rung," he continued. The little girl felt the correction keenly and would have made another trial, but the teacher called on “the next,” who said, “The bell rang.” “Yes,” said the teacher, “that sounds more like it.”

Question: Was the first pupil benefited ? Was she any less likely to repeat her mistake? The teacher called frequently for the different forms of ring, and they were always given as follows: “Ring, rang, rung.” The teacher said to the visitor that the pupils knew those forms just as well as any body, but when called on to use them in sentences, they failed. He wondered why.

This is the first step of progress. Why do my pupils do thus ? *Teachers are too apt to think it is because they, the pupils, do not try.

We venture, in the above case, that the words when used carried no meaning with them as to time. It would have done them just as much good to say “Intra, mintra, cutra, corn," as to say “Ring, rang, rung." Put meaning into the words and associate the word with its meaning frequently enough to make the one always suggest the other. Ring should call up the idea now. Rang, yesterday, last week, time past. The idea that the first child had was that the ringing had ceased: this idea should have called up the proper form has rung. Saying “Ring, rang, rung” will never bring about the end desired.

FINDING WORDS.

FIFTY pupils of a Fourth Reader class were asked to find the word persist in their High School Dictionaries. One pupil reported in twenty seconds. Three or four in thirty seconds. It was five minutes before all reported.

They were told that they were too slow and they were urged to work more rapidly. Another word was placed on the board. They did work more rapidly. They spit upon their fingers and turned the leaves of their books rapidly. It really looked and sounded more like business; but the result was no better. They ranged from a half minute to five minutes in finding the word. A few, by mere accident, found the word almost instantly. This was evident from the fact that those who were quickest in finding the first word were not so in finding the second. It was noted that many pupils turned leaf after leaf first one way and then the other; that they looked through several columns before finding the word. Pupils might be slow and yet understand how to find words. Skill comes by practice, but we should know what to practice. Pupils do not know by instinct, how to find words in the dictionary. The teacher is apt to neglect teaching 'hem how, because it seems so simple to him that he thinks every ody ought to know it.

SUGGESTIONS. Have the pupil think where in the alphabet the initial letter of the word is. Is it in the first half or last half? In what part of this half is it? Take for example the word persist. The initial letter is in the first part of the last half of the alphabet. Try to open the book at the first part of the last half. Suppose the pu. pil opened at m. He must now think that p comes after m, so he must turn to the right or toward the back part of the book. He must judge as to how many leaves to turn. He not only wishes p but pe. Since e is the fifth letter of the alphabet he knows that he must turn several leaves. It is a great waste of time to turn them one by one. Have him put his thumb on the page and lift up the upper corners of the leaves with his first and second fingers, instead of moistening the ends of his fingers with his tongue and flipping leaf after leaf.

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