r LB 1039 .H18 Copy 1 ERIE ON THE CHICAGO. XANAGAN. PUBLISHER ^^ Ways and Aleans Series." H2 3. POINTS PICKED UP OR ONE HUNDRED HINTS ON THE RECITATION. ^eeiK O. HALL. fsy CHICAGO: A. FLANAGAN, PUBLISHER. \ ■«^ ^^IJx 13 10^"^ Copyright 1S92. By A. FLANAfiAN. /Z -3Z(foo ONE HUNDRED POINTS PICKED UP ON nPHB RECIXATPION. 1. Train the pupil to stand erect, hold his hand up, and to recite in a clear, and natural tone of voice. 2. When the pupil makes an incorrect statement do not say " no " but sa}^ " why!" 3. Let no answer pass, right or wrong, unless the pupil can tell ''why.'" Be the answer right or wrong the greatest benefit comes through the process by which he reaches the " 7t'//j'." \. Have a clear idea of the immediate purpose of the present recitation. 5. Three objects of a recitation. 1. To give the pupil new knowledge. 2. To make knowledge already possessed clear. 3. Application of knowledge obtained. (). Do not continue recitations beyond their regular time. 7. Teach children to draw their own conclusions. S. Know thoroughly the lesson you wish to teach. 9. One thing at a time according to its importance. Economize time. 10. Ask definite questions. No leading questions. 11. Ask the question before naming the pupil. 5 6 loo Points Picked Vp VI. Do not repeat the answer, require it from the pupil in a tone that may l^e heard by the entire class. \^\. Secure cheerful conversational tones, purity, dis- tinctness, right pitch, force and fluency. l-t. Require accurate and complete statements. 15. Require precision. 10. Do not waste time in long introductions. Recol- lect, there should be proportion of parts in every lesson. 17. Let your teaching be varied, not only to keep up the interest, but, that b>' some means, you may reach every pupil's mind. 18. In class teaching, every pupil must receive indi- vidual attention. 19. Learn to detect by the appearance of your class, whether the children are in sympathy with, and following you or not. 20. Practice all teaching devices — use none exclus- ively. 21. vStrive earnestly to attract the sympathy and atten- tion of your class. Interest the children, and endeavor to take every one with you. 22. Teach by precept and by example. 2'i. A teacher should prepare himself for each lesson. 24. Teach the subject, and not mere words. 25. Drill — The children may recite a lesson A-ery well to-day, and in a week, not remember it. 2(>. Do not recite for the pupil. 27. Never tell the child, what you can make the child tell you. 2«S. The teacher's time to talk is, when the lesson is assigned and explained. On the Reniatio7t. y 29. The teacher should do as little talking as possible, during the recitation. 30. Do not be satisfied with mere memorizing. 31. True teaching consists more in the skillful assign- ment of a lesson, than in the hearing of a recitation. 32. Incentives to attention : 1. Curiosity. 2. lyOve of mental activity. 3- vSympathy. 4. Love of praise. 5. Fear of offending. 6. Emulation. 7. Appreciation of resulting benefits. 33. Get the sympathy of your class. If your pupils are interested \\\you, they will more easily be interested by 3'ou, in their lessons. 34. The teacher must so understand his subject, and have his lesson so arranged, that he is conscious of no mental strain in teaching it. 35. Do not ask questions in rotation. 30. Do not point or look fixedly at the pupil you wish to give the answer, while asking a question: 37. State the question to the class as a whole, then ask one member for the answer. 3S. Do not wait an instant for the answer when rcv/nr- ing. 39. Do not repeat a question to oblige the inattentive, but be sure to question those who are inattentive in the slightest degree. i(>. Never allow questions and answers to drag ; let them be quick, decisive and full. S loo Points Picked Vp 41. Observe each pupil, in that his mind is neither wandering nor weary. VI. Make it your chief duty to wake up the pupil's mind. Keep at it till each pupil shows his mental activity by asking questions. 43. Give the pupil time to think, after you are sure his mind is at work. 44. Teach your pupils to ask themselves and others, "What?" "Why?" and "How?" 45. Take 3'our position well h)ack from the class, so as to see every pupil. 4(). Waste no time in beginning the recitation — Do not wait for disorder to creep in. 47. Attention must be obtained principally^ by interest, manner, and work, it cannot be secured by mere exercise of authority. 48. Allow the cla.ss to prepare topics and present at recitation ; discuss and correct them, and then use .them in reciting. 49. Have a particular place in each class for each pupil. 50. Assigning lessons : 1. Let the length of the le.s.son, depend upon the age of the pupils, their qualifications, time for recita- tion and time for stud>' ; assign what can be reasonably expected of the pupil. 2. vShort lessons but not too short. 3. Do not assign hastily. 4. vStudy it thoroughly, and give an average lesson to an average class. 0)1 the Recitation. 9 5. Make the next lesson so plain, that no one can say, '* I didn't know where the lesson was." 6. Point out in advance the main facts of a les- son, so that time may not be spent on imimportant things. 7. It is a good idea to write, on the board, a neat outline of the lesson to be studied. 51. Have the class pass to and from recitation quietly. Use as few signals as possible. 5'2. Make it a rule not to have the class ' ' talk the les- son over," and vSeldom break this rule. 53. A teacher who requires the pupil to master the text book, and then spends all the recitation hour upon topics, that bear upon the lesson, but are not found in the book, although the pupil may not be able to answer the questions, or even see the relation between the facts brought out and the lesson, accomplishes results, that, if more common, would quiet complaints against the practical teaching of the common school. 54-. For large classes : Number the pupils. — Send the odd numbers to the board or let them be writing at their seats, while the even number recite. Next da}^ let the order be reversed Let one set correct the other's work. 55. For test : Ask questions that can be answered briefly and quickly. Require that each write the answer, directly or miss. Go on, rapidly, with the next question. Change, correct, and call for rapid reports. 50. Make sets of cards on one side of each is a ques- tion and on the other side, the answer. The pupil reads the question and, if possible, answers it without turning it over. Encourage the children to form sets of cards, to study and question each other with. lo loo Points Picked JTp 57. Reviews : In general, it is best not to turn the class back. If it is found that they are not "up" in the work gone over, prepare special exercises covering this. Refer them to places in the book where they may find the infor- mation, to aid them in preparing these exercises and, at the same time, give them a short lesson in advance. 5.S. Review : — Prepare multitudes of questions on back work and ever}^ day, put some of them on the board, requiring the pupils to come up with the answers. This v^ill make a constant review without mentioning the dreaded term. Go on with the advance lesson as usual. 59. Let the teacher appoint, early in the week, two pupils to prepare a question for each pupil of the school, to be answered on Friday afternoon. The questions may be in histor}^ grammar, oi* any branch with which the pupil is familiar. It is a good exercise, both for those who pre- pare, and those who answer. 00. While children are doing written work, see as much of the work as you can. A correction made at the time, will be remembered by the child, when one made after he is done, has long been forgotten. Gl. Every child vshould learn something every day. He cannot do this if he is kept on a lesson he already knows. 02. Children cheat at recitation because : 1 . The work is too hard for them. 2. They are slower than the rest of the class but do not like to be behind. 3. They lack self-confidence. 4. They are lazy. Ou fJir RfcUaiiop. .II <)*{. Every teacher should have hundreds of pictures mounted and graded. It comes very convenient in illus- trating the lesson, if you lia\e one that fits and if you have enough there is nearl}- always one 30U can use. KA. When 3'ou have little children talk about pictures, be careful not to put leading questions. This spoils the exercise for disciplinary effects. (»5. An essential condition for a good recitation, is good feeling between teacher and pupil. 6C. Plan for some bodily movement in every recita- tion, if it is no more than promptly rising and setting, or passing to dv^ board. Children are often dull in class- work, simply because they are required to sit still. 07. Allow the pupil to say all that he wishes to say on whatever subject he is asked to talk about. 08. Use every legitimate means to awaken ideas in the minds of children. Get the children so they are willing to talk because they have something to ^2i\ ; then help them to sa>- it. (#9. Do not continue a recitation too long. Fifteen to twenty minutes in primary ; twenty-five to forty minutes in grammar grade. 70. Do not suppose that detecting errors by the teacher implies the pupils correcting them. 71. It is a mistake to make difficulties too simple. 7*-. Have pupils stand while answering a question, or reciting in class, unless it is a rapid exercise and the entire class are requested to remain seated. 7*1 Ask yourself every evening, 'Has order reigned during all my recitations ? In either case, to what can the result be attributed?" 12 loo Points Picked I^p 74. Ask yourself every evening, "What difficulties have I met in my lessons? Have I succeeded in sur- mounting them ? How?" 75. Ask yourself ever}- evening, "Which of my les- sons has been the most valuable ? To what shall I attrib- ute the result ?" 7(). Do not keep your class book open before you, and mark each pupil as soon as he finishes his recitation. They will soon think they are reciting for the grades, not for what the}' learn. 77. The following is a good exercise, when your pupils are dull and need a little stirring up. Tell why the follow- ing words might suggest each other : Elephant, bannana ; bee, sugar ; cow, corn ; tiger, cocoa ; horse, potatoes ; frog, rubber. 78. Say to your pupils, " We will have a school-room race. Every one whose written spelling is correct to-day, shall have his name placed on the black-board with a bright ink line beside it. Each day the lesson is correct an inch shall be added. The end of the board is the goal. Who will reach it first ?" If the class is strong in spell- ing but weak in arithmetic, let examples furnish the ground for the race, and so with any branch the school most needs to be brought up in. 79. Do not require little children to stand up straight during a recitation ; least of all ask them to * ' toe the mark." How much better to let them gather, in a natural way, around the table and give their thought and attention to what is being taught, and not to tlieir own physical uncomfortableness. On the Recitation. \'S 80. Give a few iiiiiiutes regularly, once a week, to reciting niiscellaneous facts about our own country. It will help the pupils in their reading, increase their power of oral expression, and intensify their patrioism. 81. Do not give young pupils any, or much ' ' home work " to do. 8'2. In history, geography and the sciences, the detached facts, as well as the truths involved in the sub- jects, when comprehensively taken, are best developed l)y using the topical method of recitation. 83. Some teachers construe ' ' oral instruction ' ' to mean talking, therefore, explanations are given when none are needed, the pupil listens to the recitation and assents to the general facts at its close. 84. No time Is lost in asking for the spelling of a word now and then in any recitation, and. moreover, a habit of observation will be inculcated. 85. Brief, short recitations are the wisest as they insure plenty of time for each pupil to recite. 86. Don't be afraid or ashamed of adopting the meth- ods of others. There is no copyright on good teaching. 87. When words are spelled orally by your pupils, they should be divided into syllables and each syllable pro- nounced as spelled. The habit thus formed will aid greatly in pronouncing new words. 98. Occasionally take the wrong side of a controverted question and put your class to all the trouble you can in their efforts to convince you. 89. You cannot hear recitations and have pupils run- ning to you with questions at the same time. Never auswer questions when hearing a recitation. 14 ' TOO Points Picked Up 9(>. Use the pupiV s eyes. If interest in the recitation is beginning to flag, show the pupils something. Illustrate the work in some way, even if you have to change the designed order of your lesson, to make the illustration appropriate. 91. Do not make the attempt to promote all the pupils of your classes. Every class has weak members. 92. Hold frequent short examinations. 93. Sometimes have your pupils correct one-another's papers. This saves yow work and does them good. 94. Occasionally hold short, oral examinations with- out previous notice. 95. Hold examinations at irregular periods. When the examinations occur at stated times some pupils will "loaf" during the interval and "cram" as the time approaches. 96. Do not make examinations longer than thej- ought to be able to accomplish in a stated time, and when the hour is up, take up the papers even if unfinished. Give them time enough but allow no loitering. 97. Do not promote on examination marks alone. Some of the brightest may be excited and fail. 98. \Vliat the little ones can do : 1. They can learn words and hunt out the known from the unknown works. 2. They can use a pencil and learn to make words and figures. 3. They can draw. 4. They can copy spelling and 1 ^^ding les- sons. ^ On the Recitation. 15 5. They can hunt for what they can see in pictures. 6. They can count and combine numbers. 7. They can listen to stories. 8. They can tell stories. 9. They can sing. o. They can enjoy recess. 11. They can play. 1 2. They can sit still for a short time. 1)9. Don't talk, let your pupils talk. Don't ttill, let your pupils tell. Don't explain, let your pupils explain. If they cannot explain, it is because they have not studied, and they have not studied, probably, because they do not know how to study. This is your chance. Train them to study — notice we say train not shoiv. 100. Examinations enable the teacher to test his own work, to see where he has failed. An examination reveals at once the pupils weak point and the defect in the teacher's work. 101. Put a question to a pupil and call upon another to prove from the book the correctness or incorrectness of the answer. 102. Put a question to the class and tell all who can answer to stand. Call upon one for the answer and then put another question and so on. 103. But a question to the class and say that all who cannot ans\Ver may stand. One of the pupils seated ans- w^ere and so continue. 104. In almost any branch a good change and one that 1 6 TOO Points Picked Up. will always awake interest, is to let the class choose sides, as in the old-fashioned spelling match. lOo. Assign a topic occasionalh- on back work to a pupil that he must thoroughly work up and be able to tell all about. Give him time — say a week, to study the subject thoroughly. RKADING. 1. Advance slowly but steadily. Do not keep a whole class on a lesson for a week aften ever>- child but one knows it " by heart." 2. Question the class on what they read. Let them close their books and tell in their own w^ords the substance of the lesson. o. Do not allow hands to be raised for criticisms while the pupil is reading. 4. Train your pupils to make criticism in form of questions. It calls out more active thinking on both sides, creates more interest and prevents criticism running into fault finding. 5. Organize the older pupils into a reading club, meet- ing weekly or monthly. 6. Vary your exercise as much as possible. Do not let each lesson be a repetition of the preceding. Read one word round to-day, to-morrow read till they make a mis- take, next day read a paragraph around, next day read in concert, etc. 7. When your class has a new lesson call on some one to give an outline of the stor\- in his own words. 8. Concert reading is good drill. It encourages the timid and holds back those who read too rapidly. vSelect short exercis'es for this. 9. Teach the use of words, not the mere dictionary 17 1 8 TOO Points Picked up meaning, but the meaning that implies to the word as used in this particular connection. 10. Select all the new or difficult words in the lesson,, write them on the board, have the class spell and give meaning. 11. Have the pupil make sentences containing these words. Vl. Ask the principal and most important thoughts in the lesson and what the lesson intends to teach. ri Allow the pupils to look over the lesson for five minutes of the class time and askj'^/^ questions if thevftnd an\'thing that they have failed to understand. 1-1. If you can read well, read for the child, occasion- ally. Show him how to read the sentence and make him imitate you. If there is a child in the class who can read better than you can (often there is) make use of him. 15. Call on one pupil to read while all the other books are closed. Let the teacher and pupils pidiwe in their minds the vStory that is being read. Call for general des- cription of the picture and then the details. Compare pic- tures and praise those that best represent the author's ideas. 10. Make two. or more divisions of the class and let each division write a transposition of a certain portion of the day's reading lesson. Let these then be read. 17. Let the Fourth or Fifth reading classes take a second reader, occasionally, and read a lesson. This will give them a habit of reading fluently. 4i 18. Before commencing to read a lesson, see that the class know who is the author and hear what they can say about him, then add to their knowledge what }OU know. 0?i Rcadhig. " 19 19. In teacliing reading, remember that ideas from the Hps of the teacher, seem very different from the same ones in the printed ones. 20. If you need a reading l)ook in the class, have one of your own. Do not take a pupil's book from him and compel him to twist and wriggle around trying to look on another boy's book. 21. Have the pupil see a phrase or short sentence, then, raising his eyes, talk it to you. 22. Require correct pronunciation of lists of new and difficult words from the lesson. 23. Call out proper expression by skillful questioning. 2-I-. Have pupils frequently copy the reading lesson and read the copies in the class. 25. The teacher reads a story to the class, after which she selects words from the story and writes them on the board. The next day the pupils must be prepared to give oral sentences using one of these words as the emphatic word of each sentence. Then the sentences must be written ; Then the story must be reproduced, using as many of these words as can be woven into the story naturally. 2(>. Bet the class come to the recitation without books. The teacher has in readiness suitable selections with which he is entirely familiar and has previously determined the minimum time which a pupil of that grade ought to have to obtain the substance of the paragraph he puts into his hands. The teacher gives a paragraph to a pupil and says, "one minute " or "two minutes" as the case may be. The pupil in silence studies the paragraph for the allotted time, then closes the book and gives in his language th^ substance of the portion read. 20 loo Points Picked Up 27. Let the pupils come to the class with a selection unfamiliar to the teacher that the}' have agreed upon among themselves. The}' must read it so well that the teacher understands it perfectly. '28. In taking up a new reading lesson it is a good plan to have the pupils go over the lesson and check all the new and difficult words. Then have them spell these words, looking on the book. 20. Another — Beginning with the last word in the les- son have the pupils pronounce backwards, and rapidly. 80. Commencing at the last word have the class pro- nounce two words in concert, then the teacher pronounces the next preceding word then the class the next two and soon. 81. The pupil may read a paragraph or a sentence, then the class may repeat it in concert, the teacher saying to ths class *' Mary or John " as the case maybe " may lead." 8*2. The speaking, or, even the reading of dialogues, is a material aid in securing natural expression. 83. For exercise in sight-reading, occasionally carry into the .school a good story book, newspaper, or new reader, and from that let each pupil in turn, read a para- graph while the others listen. ; 84. Have the pupils classify the words of the lesson in alphabetical order in reference to the first letter of the word. 85. Have them classify the words of the lesson as to parts of speech they are, writing nouns in one column, verbs in another, and so on. On RcadiuQ;. 21 30. Have the pupils write sentences containing" the words at the top of the lesson. 37. Do not scold your pupils because they do not know how to spell the words in their lesson wdien the fact may be that they cannot pronounce the words with their books open. ARITHMETIC. 1. Tlie teacher often deceives himself concerning his pupils' thoroughness in mathematics. Test them often by written examinations or l)y i)rol>lems not found in the book. *2. Arithmetic is a definite study. There is no doubt al)out the work. The pupil either knows or he does not know. i^. Teaching time of day : Get an old clock, if you can, if not make a dial out of a piece of pasteboard and pieces of tin for hands, then practice telling the exact time. 4. Send a pupil to the board ; read a problem, let him begin work, but soon call another who must take his place as promptly as the change can be made ; then soon call another, and so on. The object is to keep the sharp attention of the entire class, no one knowing but he ma}' 1)6 the next called. All, both at the board, and .seated, mus/ do the entire work. 5. The farmer's boy who can return home from .school and calculate the amount due on his father's note, without the aid of his book, is the one who commends our school to the community. (i Teach your pupils to make change. Place some amount as 50 cents or^i.oo on the board, then call for jHipils to give results, deducting for purcha.ses specified. 7. Put on the l)oard gioups of numbers and have the 22 On Arithmetic. 23 pupils add silently and tell how nian> tens and units in each group. 8. Make the work practical. See that the older pupils know how to measure lumber, land, wood, grain and write notes, receipts, bills of account, etc. 9. It is an excellent idea to cut up two or three arithmetics, not in use in the school, paste the problems upon stiff manilla paper or pasteboard and use as judgment dictates. 10. Do not require many definitions in the first year's work in practical arithmetic. It is the ability to solve and analyze problems that are needed. 11. In teaching fractions, first teach the processes in working with fractions and make them familiar with them in solving practical problems, then present the why of the process as simply and plainly as possible. VI. A valuable exercise in arithmetic is that of having pupils state how a problem is solved without actually per- forming the solution. 13. Rules in Arithmetic are only rationally taught by having the pupil solve examples under these rules, guided by the teacher, step by step. 14-. If your class are not quick and accurate in addition, take some time each day for drill in rapid mechanical work. 15. Simple problems are best to illustrate principles. Children reason best upon small concrete numbers. 10. If there are any in the class who were not able to solve certain problems, send them to the board with their problems and some pupil who can get it with them to act as teacher. When these pupils have mastered their prob- 24 loo Points Picked l^p lems let them help others to do the same ones they have been helped on. 17. Use a separate book for mental arithmetic bnt teach mental and written arithmetic together. 18. Require pupils to bring to class for inspection at least one problem neatl}^ arranged upon paper. 19. Let pupils imagine themselves merchants in any line of business they may choose and make out bills, etc. in regard to it. They must write out each problem care- fully and obtain a correct answer before they give them to the class. 20. The place for multiplicity of examples is the class- room. They are needed here lor practical test. This can be secured only by examples they have not studied, and which they are to solve in the shortest practical time. If any considerable number are not reasonabh' successful in this class work, another day's drill on principles and study of class book with its examples will be needed. 21. Be careful not to cumber the mind with many methods, as for example, in interest we should present the method which the experience of business men has settled upon as the practical one, no matter how elegant, theoretic- ally, other methods may be. 22. In the fundamental rules there must be an immense amount of drill. Oral drill in combining numbers continued for weeks and months. Drill from charts and black- boards. Private vStudy and practice. Rapid drill and so on. 23. In interest it is very desirable that the teacher should be provided with actual written notes in sufficient On Arithmetic. 55 number to supply the class several times and for several days. 24. It is a ver}' imperfect test of a pupil's ability that he is able to solve in class the particular examples that he has brooded on for hours in his study. GEOGRAPHY. 1. Drill exercise : Let a pupil say. '' I think of some- thing that begins with — , ' ' giving geographical name. The one who succeeds in giving the name must spell it correctly and locate it. Then he in turn gives an initial letter and so on. 2. Send a pupil to the board. He begins drawing a map as of a river or state, talking all the while, describing what he is drawing. Soon another is called who must jump to take his place and go on with the work with the least possible break. This exercise demands strict atten- tion from the entire class. 3. Have the class stand. The pupils in turn give some geographical name and tell for what worthy of mention. Any pupil who fails to give one may be seated. If an in- correct statement is made the class may call out ** wrong " in concert ; if a name is repeated they may say "given," and the pupil be seated. He who stands longest wins. 4. Draw a map of a base ball ground, showing the dif- ferent positions and bases. 5. Be sure that your pupils understand /iow to sfnc/j' the map before you expect them to answer questions from it. (). Have a pupil spell a geographical name. The next one spells a name whose initial letter is the same as the final of the word last spelled, and so on. He who fails to respond promptly is seated. 26 On Geography. 27 7. MuvSt uf our maps are overloaded. A map for the school-room should coutaiu oul}- what the children are to learn. If 30U cannot get such a map, make one on the board or on manilla paper. (S. In map-drawing, teach through the map and not for the sa/ce of the map. 1). An inferior sketch quickly made is better for jmr- poses of recitation than a finely executed map which has consumed time. 10. Review scheme: — vSuppose you have V)een .study- ing some state, as New York. You say to one pupil you may represent New York, City, to another you may repre- sent Albany, you Brooklyn. You try and so on until all the class are supplied. Then tell the class that the map may be represented upon the floor and that 3'ou want them to stand in proper positions for the cities they represent. Then call the cities one by one and as each takes its place let the class criticise. Then ask questions such as New York, which direction are 30U from Buffalo? Albany, how far are 30U from Brooklyn ? Saratoga, you may take a piece of chalk and draw the Hudson river, etc. 11. Another — Take some slips of card board and write the names of the natural and manufactured products of a section, as the eastern and middle states. Spread an outline map on the floor (you may draw it there if you wish) and have the pupils to place the productions in their respective places. Thus, the slip, containing the word " butter " in south-eastern New York ; the work " luu ber" in northern Maine ; cotton goods at I^on-ell, etc. HIvSTORY. 1. Have variety in your methods. 2. Thinking is more important than remembering. :i. The best way to begin the study of history is with a series of biographies. 4. Chronology is not history. 5. A good outline or plan of the lesson is better than questions for advanced classes. (). Epochs, men, and women should receive a large share of your attention. 7. Striking events should be vividly pictured to awaken interest. 8. Pupils should write historical abstracts and l)io- graphical sketches for compositions. 9. Recitation for review : — A pupil stands and des- cribes a historical character with whom the class should Ije familiar, giving events in his life but withholding his name. As soon as a pupil guesses the name he raises his hand and gives it. . If right he takes the floor. 10. The character may be described as above and those raising hands may be allowed to ask questions of the one standing so that the description may be further de\el- oped and the dullest may finalh^ see who is meant. 11. Ask a question and let the one whose hand appears to be up first, answer it, and if correct let him ask a ques- - ' 28 On History. 29 tioii and again the one whose hand is first up, answer and so on. VI. Do not dictate answers to be committed to memor\- but assign questions and let pupils prepare answers by reading their histories. Ifl Questions should not relate merely to isolated facts or dates, they should compel a comparison of facts and exercise the pupil's judgment. 14. Home history reading helps. 15. In teaching both history and geography write on the .blackboard every proper name used for the first time. Let the pupil copy. One or two may spell it orally, some- times let them write the names. Reserve two or three minutes at each recitation for the spelling of proper names. 10. The class stands. The pupils name in order some early explorer or divScoverer and gives the rea- son that made his name famous. Any child failing to remember a hero whose name has not been mentioned must take his seat. If an incorrect statement is given the class say in concert, " Wrong." If a name is repeated the class sa5% " Given." 17. Draw maps — routes of discoverers: battles, with location of opposing forces ; campaigns, with lines of march ; acquired territory, with location of acquisition, date and cost. 1(S. Name a date, call upon a pupil to give an event cor- responding. Reverse. 19. Give a noted saying, prefacing by, "By whom, when and where was it said ?" *}S). Teacher being prepared with a list of nick-names 20 TOO Points Picked I ^p of noted men, ask f(jr reasons wliy they were given ; or, ask, " Who was?" (giving the nick-name.) *21. Write on the board a number of questions, answers of which may be found in the history lesson and when the pupil tliinks he has his lesson learned he may close his l)ook and test himself by writing out the answers. If he sees upon opening his book and correcting the work that he has failed at all, he must go to work again. This often cures the pupil of the habit some have of saying they know their Icssoii wheii their knowledge is imperfect. LANGUAGE. 1. No subject should be written about, that the pupil cannot talk about easily, naturally and fluently. 2. Easy talking should precede correct talking, but correct talking should procede easy writing and {^as]' writ- ing must precede correct writing. ^i. The moment there is a parrot-like air in a child's language work, change the method. 4-. Have the pupils play a game at recess, then when they come in write an account of it. 5. In teaching composition insist upon your pupils using short words and sentences. They are more easily under- stood, more expressive and forcible. (>. Dictation exercises should be given often, to every grade except the lowest primary. The chief value of these lies in the correction of the work. Let the pupils correct each his own or exchanging. Correct spelling, capitaliza- tion, punctuation, etc. 7. Conundrums. — Tell each pupil to write a conun- drum and let every one whose conundrum is right at first or after it is re-written give it to the class, after it has been corrected and call on different ones to answer. A conun- drum requires quotation marks, an interrogation point, and one or more capitals .so it furnishes good drill. 8. The best composition work is that which grows out of the school work as naturally as the branch grows out of the trunk. 9. Giving a stanza or paragraph, requires pupils to cla.ssify all words found in it. 10. In a given stanza or paragraph require classifica- tion of all phrases : for classification of all clauses. 11. For review drill in grammar, let the clnss choose sides. Write a stanza or paragraph on the black-board. 31 32 Ton Pohits Picked Up Require each pupil to prepare teu or more writteu questious suggested b}- the quotation for the next day's recitation. At time appointed, let divisions take their places on oppo- site sides of room. Let number one in division A, propose one of his questions to number one of division B ; if ans- wered correctl3^ then number two of B gives a question to number two of A ; but if B misses, A answers his own question and B takes his seat ; if A misses his own question he takes his seat also. This can be varied by allowing them to choose across. 12. In a given stanza or paragraph, what rules of syntax are required in parsing the nouns ? Give an example of each. 13. In a given stanza require the classification of all adjectives, adverbial, and objective elements. 14. In a given stanza require the infinite forms of the finite verbs. Call for principal forms in the same way. 15. Ask pupils, where possible, to change the verbs in sentences to the opposite voice. l(j. Endeavor to have pupils ready to prove the cor- rectness of all statements they make, referring to their books if necessary. 17. Literary Guess Work : — Let the teacher select some character in friction or some author and tell three things about him. Then each pupil may ask some question that ■ can be answered by "yes" or "no." If some bright pupil has in his mind the name do not allow him to announce it immediately, but rather, b}^ close questions help the slower ones to see it. 18. Have the pupils write a telegraphic despatch not exceeding ten words and containing three distinct > state- ments. 19. Pupils may write for their county paper a short des- cription of a serious accident of which they are witnesses. 20. In an advance class in grammar let the pupils take turns in putting sentences of their own composition or selection on the board for the class to analyze and parse. Busy OF Seat Wofk FOR LITTLE PEOPLE. LIBRARY OF CONGRESS II! 022 158 572 ^B^mAmM^^ CHICAGO — A FLANAGAN PUBLISHER This little work is worth its weight in gold. I be- lieve it will be of almost in- calculable benefit to every teacher of little children. Here are 40 pages of that will . . supply piipils ivith employment that will occupy head and hands ; that luill lead pupils to ob- sej'Z'e closely; lead pupils to be inventive ; and, best of all, to relieve you of much care hy furnishing your pupils something to do. There are suggestions and devices enough to last from September to June, inclusive. The price of this pamphlet is fifteen cents. . . It will give you more help in your work than the av- erage $1.00 book. If not, return it and receive your t^oney back. A. FLANAGAN, 185 Wabash Ave. Chicago. 0^' LIBRARY OF CONGRESS^ 022 158 572