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MANUAL OF INSTITUTE WORK.

I.

SUGGESTIONS TO INSTITUTE CONDUCTORS AND INSTRUCTORS.

1. The institute is to be regarded as a Normal School with a very short course of study. Its purpose is to do, in part, the work which the State Normal School has not the opportunity to do.

2. The purposes of the institute may be stated as follows: To revive the pupil's knowledge of subjects; to give some degree of professional knowledge; to create and foster both a scholarly and a professional spirit.

3. The period of instruction is so short that but little more can be done in subjects than review and revival. A few of the more important parts of arithmetic, grammar, geography, history, etc., should be selected and these should be presented so clearly as to leave a permanent impression.

4. Under professional instruction there should be included the best methods of organizing, governing, and instructing, and some discussion of principles. Under the last head it is recommended that the following topics be discussed: 1. The function of the public school in a republic; the elements of good citizenship; for which of these the school should be held chiefly responsible; how the patriotic spirit may be fostered. 2. What it is to teach; how teaching differs from telling; how a pupil's knowledge can be tested; what it is to think. 3. Show that studies may serve for use, for mental discipline, and for mental satisfaction. 4. Show how learning differs from memorizing, and how books are to be used in order to promote thinking.

5. By reason of the limitation of time, institute instruction should aim particularly at definiteness and clearness. There is danger of presenting too much matter, and of passing over the ground too lightly and to rapidly. A clear distinction should be made between the important and the unimportant.

6. It is recommended that pupils be required to record the salient points of the instruction in their note books, and that the last half hour in each session be devoted to a review of the topics presented. If there are two instructors, each may examine in his own subjects. In these reviews pupils may be allowed to select any topic which they may prefer to present, and the instructor may take occasion to give some extension to important topics. Pupils may be called up at random by means of the enrollment cards. Instructors may fairly test the quality of their work by what pupils reproduce in these reviews.

7. In an institute of two weeks, with three instructors, it is recommended that a modified form of class work be done, and that in the distribution into sections the institute be roughly graded. The pupils with no experience in teaching may form one section; those with a moderate amount of experience, the second; and the most experienced, the third. The instructors can adapt their lessons to their successive classes.

8. In general, penmanship and music should be presented by specialists; and as such teachers usually have methods of their own, these topics are omitted from this syllabus.

9. The whole spirit of the institute should tend towards creating and sustaining a desire for continuous self-improvment; and at least one hour should be devoted to explaining the purpose and plan of the reading circle. In conjunction with the county examiners, efforts should be made in the institute to form organizations wherever they have not already been made.

10. The following distribution of time is recommended for an institute of one week:

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The following distribution of time is suggested for a two weeks' institute:

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REMARKS.

In rooms one, two and three let the work be carried on as class exercises, under the charge of specialists. The above program is merely suggestive and contemplates the employment of a conductor and three instructors for a two weeks' institute only; as a rule, however, the conductor can take charge of a class-room, after having delivered a lecture before the whole institute, and hear one, two, or three recitations, calling upon members of the institute to hear recitations occasionally, under his direction as critic teacher. In this manner the work may be carried on by a conductor and two instructIn other institutes, again, the members may be arranged in two divisions, thus making it possible for the conductor and one instructor to accomplish the work. It will be seen that this plan embodies the leading features of the lecture system, the class exercise, and the training school.

II.

THE ORGANIZATION OF DISTRICT SCHOOLS.

I. PREPARATORY.

1. Choice of a school. Young teachers should not select a difficult school at first.

2. Contracts should be made in writing, and conditions definitely stated. Both parties should have a copy.

3. Obtaining information respecting the condition of the school, the school-house, etc. Consult the former teacher, the board, and parents. Be sure that the school-room is neat, comfortable, and clean. Friendly visits to the families of the district cannot be too highly recommended.

II. FIRST DAY.

1. Be early. This is all important.

2. Take the names of the pupils as they enter the room. Endeavor to make the first impressions pleasant. Learn what you can of each pupil's studies, advancement, etc.

3. Call to order exactly on time.

4. Have a definite plan of work for the day:

a. What you will do;

b. How you will do it and when you will do it.

5. Let the opening exercises be short.

6. Assign lessons promptly. Commence with last lesson of preceding term and with a short advance lesson.

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1. In the preparation of a daily program the following rules should be observed:

a. There should be as few classes as possible;

b. The studies that require the greater mental effort should come in the early part of the day.

c. The recitations of the youngest pupils should be short and frequent. 2. District schools would be greatly improved by being graded. In a school having but one teacher there should be but four grades, and each pupil should have but four studies.

3. A careful study of the following tables will assist teachers in the preparation of a daily program and in the grading of their schools:

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The heavy faced type indicates recitations, the common type the times when classes should study particular subjects. Where recitations are indicated for two grades at the same time they will recite together. History and Civil Government should be taken up after Geography is completed, usually at the close of the seventh year.

IV.-Two Years. III.-Two Years. II.-Two years.

I.-Two Years.

Grade.

Reading.

TABULAR VIEW OF COURSE OF STUDY FOR DISTRICT SCHOOLS.

Spelling.

Writing.

Arithmetic.

Language.

Geography.

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GENERAL NOTE.-The course of study as here laid down contemplates the use of the following number of text books in the various subjects In reading, five books, including the primer or first book; In spelling, one book; in writing, any common school series of copy books; in arithmetic, two books; in geography, two books; in grammar, one book; in United States History, one book. In addition, the pupil should have slate and slate pencil, paper and lead pencil, and, if possible, a school dictionary. Those who use copy books should also have pen and ink.

The teacher should have some manual of object teaching, elementary works on all subjects to be taught oraliy (hygiene, the effects of alcoholic drinks and stimulants, civil government, etc.), and other convenient books of reference.

The school-room should be provided with dictionary, globe, outline maps, sufficient black-boards, crayons, and pointers, and such other conveniences as may be possible,

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