MM
Rkoitations.
MO
lutlo to he the last unit: on earth to die.'
" Why ? " I naked. " Hocnuso there would
ho uo one to bury mo," he answered.
Strung: child ! Wlmi made him think
of that?
My school was not all sunshine, for
each cup must have its hitter, bill, oh!
there was so much of true happiness there
witlt those children that I turn b ick to
it now with real pleasure,
I have kept trace or mtiny of my littio
baud. They are men and women now,
some in high positions, and (lie world
yields to lliein grateful homage; some
have little homes in which they are con
tent to rule; some have gone, to Nellie's
homo, and one has gone down the road
which leads to crime. Joy and sadness
both linger in my heart when I think of
the past. Just now a little white-robed
fairy came in and said, "Grandmamma,
rook mo to sleep." She lias reminded
me that these happy days arc long since
past. She puts up her chubby hand i.ndj
pals my hair, now threaded with gray,
and coaxlngly asks for grandma to tell Lis ready to recite; but it would be well to
her about how she used to teach school
long time ago. Dki.ii.au.
REGITATTONS.
The work of the schoolroom depends
almost entirely upon the recitations. The
ability of the pupil to do, and of the
teacher to bear and forbear, is here fully
lested.
Thorough preparation on the part of
both teacher and pupil, is necessary for
success in the recitation of any lesson. A
judicious teacher thinks as much of pre
paring a lesson, as his pupils do. There
must first le a general preparation, on the
part of the teacher, or a thorough knowl
edge of the subject matter to lie taught,
and second a special preparation, in
which the teacher as far as possible must
study tlio wants of each pupil, and the
bust method of assisting, him. lie should
put himself in his pupils place, anticipate
li is dillleulties, and bj prepared to help
him through them. Careful propaiation
by each teacher would greatly improve
our common schools.
That the pupil may be prepared for the
recitation, lie must (list lie taught how to
study. The first step in this work is
gained by means of oral iessons on fainiU
iar objects; in these lessons as in all oth
ers it should lie the aim of the teacher to
cultivate tlio apprehensive powers. The
pupil may be said to know how to study,
when ho is able to give undivided niton,
(ion; to concentrate his mind upon the
subject under consideration; to discrimi.
nato the true from the false, and can retain
all. So much depends upon attention,
that the other (acuities arc almost lost
without it. Let some teacher substitute
the faculty of memory for all others
which must not be. The ideas or reason,
should be taught rather than words. The
second step is to cultivate his imagination
or reasoning powers, after which tlio text
hook may be placed in his hand.
After a thorough preparation the pupil
observe the following cautions: let the
teacher see that all movements of the
classes bo made quickly and quietly, for
order is indispensable; the teacher should
speak in a medium key; ho should not
talk too much, but be ready to answer any
question or make any explanation, that
is required by the class. Open the recita
tion witli brief questions on tho preced
ing lesson; require the class to recite tho
present lesson topically, giving eacli pupil
a chance. An advanced class should sit
during recitation, except while speaking.
Willi low exceptions the text book
should not be used in class. As far as
possible all ueccessary apparatus should
he used, especially blackboard. The regu
lar lesson should bo critically examined,
and Its subject kept definitely before the
mind. Master eacli subject before pass-
ing to another.
In assigning new lessons it is belter to
favor the average student, or the majority
of tho class. After u thorough drill dis-