Εικόνες σελίδας
PDF
Ηλεκτρ. έκδοση

by that word, I would simply say, that I have not been dealing in the speculative dreams of the closet, but in convictions derived from the realities of the schoolroom during some twenty years of actual service as a teacher. Theory may justly mean the science distinguished from the art of Teaching,—but as in practice these should never be divorced, so in the following chapters I have endeavored constantly to illustrate the one by the other.

If life should be spared and other circumstances should warrant the undertaking, perhaps a further course comprising the Details of Teaching may, at some future time, assume a similar form to complete my original design.

DAVID P. PAGE. STATE NORMAL SCHOOL,

} Albany, N. Y., Jan. 1, 1847.

[ocr errors][ocr errors][ocr errors][ocr errors]
[blocks in formation]

14

14

RESPONSIBILITY OF THE TEACHER...

Section 1.-The Neglected Tree
Section II.—Extent of Responsibility
SECTION III.-The Auburn Prison....

18

34

[blocks in formation]

77

79

Section 1.-Pouring-in Process.
Section II.-Drawing-out Process
SECTION III.—The more excellent Way ...
SECTION IV.-Waking up Mind
SECTION V.-Remarks.

84

86

98

[blocks in formation]

SECTION I.-Requisites in the Teacher for Government 148
SECTION II.-Means of securing Good Order...... 159
SECTION III.—Punishments ... Improper ... Proper... 176
Section IV.-Corporal Punishment..

194 SECTION V.—Limitations and Suggestions

207

CHAPTER X.

SCHOOL ARRANGEMENTS

216

[ocr errors]

SECTION I.—Plan of Day's Work..

222 SECTION II.-Interruptions

232 SECTION III.-Recesses..

236 Section IV.-Assignment of Lessons...

239 SECTION V.-Reviews .

241 SECTION VI.-Examinations ... Exhibitions ... Celebrations....

243

CHAPTER XI.

THE TEACHER'S RELATION TO THE PARENTS OF HIS PUPILS. 248

THEORY AND PRACTICE

OF

TEACHING.

CHAPTER I.

SPIRIT OF THE TEACHER.

Perhaps the very first question that the honest individual will ask himself, as he proposes to assume the teacher's office, or to enter upon a preparation for it, will be—“What manner of spirit am I of?No question can be more important. I would by no means undervalue that degree of natural talent—of mental power, which all justly consider so desirable in the candidate for the teacher's office. But the true spirit of the teacher,-a spirit that seeks not alone pecuniary emolument, but desires to be in the highest degree useful to those who are to be taught; a spirit that elevates above every thing else the nature and capabilities of the human soul, and that trembles under the responsibility of attempting to be its educator; a spirit that looks upon gold as the contemptible dross of earth, when compared with that imperishable gem which is to be polished and brought out into heaven's light to shine forever; a spirit that scorns all the rewards of

[graphic]
« ΠροηγούμενηΣυνέχεια »