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cited with equal accuracy and completeness. That is lazy teaching. In some few subjects it is right, but in most subjects quite otherwise. In order to estimate the comparative importance of facts, as well as in order to understand their correlation, the pupil must early begin to analyze and organize the facts observed. The human mind is naturally speculative. It can never know the what, but it wishes to know the why. The youngest children show this propensity by their eager questioning. Here again we must carefully distinguish between the healthy and the unhealthy. To stop inquiry into the essential nature and relations of facts, is to rob early acquisitions of its best charm, and to prevent all discrimination between the important and the unimportant. We must encourage questions by answering them wherever it is possible. We must explain whatever is suited to the pupil's mental development and acquaintance with the subject. But we must beware of philosophizing about facts of which the pupil has no knowledge, or which it is at present impossible for him to comprehend. If you lecture upon Paradise Lost to persons who have never read that work, your lecture will be wise only in proportion as it aims to awaken interest in the poem and induce them to read it. If you attempt to teach half-grown children the Evidences of Christianity in a systematic form, you do a surpassingly unwise thing, though it is an attempt which some well-meaning people have made. And yet many of the inquiries involved in the Evidences of Christianity must be handled in the concrete for children not so much as half-grown.

But hints as to methods of instruction are more likely to be useful if offered in connection with particular branches of knowledge. For this purpose we may perhaps attempt another article, and after that will be likely to come Hints to Students.

We must not close without distinctly stating what has thus far been taken for granted, that teachers should by all means seek to be truly pious. Their heavy responsibilities make them peculiarly need the support of divine grace. And the silent influences of their principles and sentiments upon susceptible pupils is so mighty that devout parents cannot too earnestly desire to bring their children in contact with truly devout teachers. Just a fling or two at "orthodoxy" by some skeptical professor, and as the ultimate result your son s mind may be turned away from the faith of his fathers. And who knows what subtle poison may be half unconsciously imbibed in the French lessons of Mademoiselle Teloutel, direct from Paris?-Rev. John A. Broadus, D. D., in Religious Herald.

Method of Teaching English Literature.

I. At the outset, the whole of a poem, sketch, essay, etc., should be read by the pupils, either at home or at school; this, with the view of forming a general conception of the production.

It will frequently be desirable to direct pupils to make a written abstract or brief analysis of the selection to be studied, so as to bring into prominence the framework of its structure. This will serve as an evidence whether the time allotted to preparation has been rightfully employed, thoroughly test the scholars' comprehension of the piece, and furnish excellent practice in writing.

II. In the class-room exercise, let inquiry first be made: To which of the several "kinds of composition" (as classified in the rhetorical text-book) does this selection belong? then pass to the cardinal question, viz.

III. What is the main object of the author in the whole poem, play, essay, oration, or other production under consideration? is most important that the general meaning of every selection should be asked after, even when it seems obvious. When this is well discovered, the meaning of the parts should be inquired into, and their relation to the main idea investigated; that is, the unity of the piece should receive attention.

IV. In connection with the study of the subject-matter of the piece, attention should be given to such minor but important details as— (a) The signification of rare, technical, or difficult terms. (b) The explanation of allusions, suggestions, references to manners and customs, historical and biographical references, and the like.

(c) The application of sentential analysis wherever such analysis will help elucidate the meaning of the more difficult and involved passages. It may be well, too, to show something of the relations of logic-the grammar of thought-to technical grammar, which has to do with words, phrases, clauses, and

sentences.

(d) The matter of prosody or rhythm (in the case of the poetic selections) should receive some attention; the amount proportioned to the pupils' advancement in Rhetoric.

V. The elements of style should now be considered. These have relation to

(a) The vocabulary, or diction, of the piece: the range and char

acter of the author's verbal repertory, whether predominantly Latin or Saxon, learned or simple, florid or plain, etc. At this stage also the words may be examined with reference to their origin, derivation, and formation.

(b) The structure of the sentence: whether period or loose; studiously long or short; the balanced sentence; the condensed

sentence.

(c) Figures of speech.

Here again the extent to which the study

should be carried will of course depend on the pupils' knowledge of Rhetoric.

VI. The qualities of style may next be taken up. These may be viewed as

(a) Intellectual qualities: simplicity and clearness.

(b) Emotional qualities: strength, pathos, the ludicrous, etc.

(c) Elegances of style: melody, harmony, taste.

VII. Lastly, a study of the author should be made with reference

to

(a) His personal history. (6) His times. (c) His character. (d) His works.

The biographical sketches in this work will be of some assistance; but the pupil should be encouraged and helped to go much farther, and every accessible source should be explored for material to be used in a written account of each author.-Swinton's Classic English Reader.

The Opening of School.

A FEW HINTS FOR YOUNG TEACHERS.

1. Be at school early. On the morning of the first day be the first one there. Look out for everything that may conduce to the benefit of the pupils at the opening.

2. Greet the pupils pleasantly, but do not go to them in such a manner as to lead them to think you are unduly seeking their favor. In a natural way let them come to you. By a little encouragement this can be arranged.

3. Begin promptly, even though but few are present. Some teachers make a great mistake by waiting for a large number to come in the first morning, before they begin. Their excuse is that they wish to make a complete enrolment at once.

4. Have those in the house seated before ringing the bell. This may seem an unimportant point, but there is much in it. Those

who come in the first morning will find the room in some degree of order at least it makes a good impression.

5. Have religious exercises if possible It may be necessary to forego some of the older forms, owing to a growing prejudice against them; but some sort of devotional opening seems to be demanded. The singing of a hymn, the concert repetition of a short psalm, and the offering of the Lord's Prayer, ought not to offend any one. The Lord has made us. He sustains us. Why should we not recognize the fact in a few minutes of quiet thought and prayer. The world is full of God; we ought not to live like atheists.

6. Say but little in the opening address. Not much can be said. The teacher is called to work, not to talk. It is a great mistake to make a boast of what is to be done. It is a flimsy veil of self-conceit through which pupils can easily look. There will be enough to talk about as the school progresses.

7. Take the names of pupils at the call of classes. Some teachers think other methods better. It is not essential that it should be done in this way, but it is true that often great disorder is created by an effort to get four or five facts from all pupils before a class is called or a lesson assigned. It is by no means necessary that the teacher should have a complete statistical record of pupils at first. A little later such information can be collected, if necessary.

8. Set all the pupils to work as soon as possible. This will prevent disorder, and an ounce of prevention, the first morning, is worth a pound of cure a few days later. Directions can be given to the whole school, something like this: "Those who expect to complete the arithmetic this term can study on the page"; "Those who read in the Second Reader can write the - lessons on their slates," etc. In this manner preliminary work can cuse made for idleness.

be assigned, and no ex

9. Have a small bell to call classes with. A small one is better than a large one, and a light tap better than a loud one. After the first, never call a class except by a bell. The pupils will clearly understand what it means if they are trusted.

10. Make out a preliminary order of work, for your own guidance, before school opens. You can in general tell about what to expect, especially if you have the opportunity of inquiring of parents and pupils what has previously been done.

11. Show no evidence of indecision. This will be fatal. It is far better at the outset to say: "I don't know yet what it is best to do," than to say: "Perhaps you had better do this way or that way, but

I am undecided." This point may be misapprehended by some. The point is this: Confessed ignorance is often a confession of strength, but confessed indecision is always a confession of weak

ness.

12. On the second day have a program of exercises ready to be posted up. It should not be delayed later. It may be changed in some particulars, but, in the main, it must be the one to be followed during the term.

13. Don't talk school to everybody you meet. If people talk to you, let them talk—and as soon as possible talk to them about something else. If you permit it, your ears will be filled with all the old district stories, from the earliest times to those of your predecessor.

14. Be very careful about making complaints, especially of your predecessor, or how you find things, assuming that you have a mighty work to do, thus laying the foundation for future self-praise. If there must be some things obtained at once, go to the proper officers and request what you want; but don't find fault. The force of kindness and helpfulness is wonderfully powerful, and will carry one who is guided by it over many difficult places.

15. Make a special effort to make a good impresion. This can be done in various ways. Neatness in dress, a quiet self-possession, a good preparation for the work at the very first, and a cheerful disposition, are essential. Above all, the very best preparation is a heart honestly in sympathy with the work. He who is driven by force of circumstances against his will cannot fail of showing it. No one is ever more thoroughly and correctly read than the teacher at the opening of the school. What there is good within will show itself without. Make attractive the outside, but take care of the inside first.-N. Y. School Journal.

Essential Qualifications for a Successful Teacher.

BY SUPT. N. C. DOUGHERTY, PEORIA, ILL.

First. The teacher should know thoroughly the subjects which he is set to teach. This knowledge should be accurate in details and in principles. This may seem to be so plain a matter as not to need naming. But many teachers are laboring to make a ready gift of talking take the place of an honest and responsible literary preparation. This is impossible.

Second. The teacher must have some knowledge of the laws and

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