Product Synopsis

This historic book may have numerous typos, missing text or index. Purchasers can download a free scanned copy of the original book (without typos) from the publisher. 1895. Not illustrated. Excerpt: ... CHAPTER IV TO TEACH EES Moke than forty years spent in earnest work in the attempt at teaching, and the varied experience gained in contact with the minds of more than two thousand scholars, together with the stimulus of an unfailing enthusiasm in my work, impressed upon me the fact that the highest success in teaching depends upon the power of the teacher to command and hold the attention of Jier pupils. Here it may be said all do not possess the power of commanding attention. This is true, alas! of teachers as of preachers, and is a vital want which neither learning nor piety can supply to the wandering mind of the languid listener. It should be the aim of every teacher to get into close contact with the pupil's mind, and daily, for a short time, at least, to induce and direct its activity when it is free from the worry and excitement of learning and reciting a lesson; and especially should the teacher endeavor to shorten the wearisome and unprofitable hours spent over the schoolbooks. Can you not afford, therefore, to set apart twenty minutes every morning at the opening of school, when there shall be no attempt at learning, as such, only an effort to arouse and strengthen the mental faculties by daily exercise in the same direction, until the full use of them becomes a mental habit, which may be profitably applied in the acquiring of knowledge, whether that knowledge be of the mind's own activities or of things external to itself? In setting aside these moments for mental training you will brighten and sharpen the instruments that are to be used by your pupils in the day's study or work. A boy will whittle his stick so much better and easier with a sharp knife than with a dull one, and enjoy it so much more that he will not begrudge the time spent at the gri...