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Reynolds, Annie / The training of teachers for the country schools of Wisconsin

Extension work,   pp. 60-65 PDF (1.5 MB)

Page 64

Importance should be attached to dress? How does a stranger re-
veal herself to others?
   (8) A helpful device. Some teachers have found it helpful to write
 in some conspicuous place such quotations as the following: "Man-
 ners form the cloak that virtue wears when she goes abroad".
 "Good manners aid dealing and conversation as a railroad aids
 travel by getting rid of avoidable obstacles and leaving nothing to
 be conquered but space". If the students are helped to cultivate the
 right attitude they will want not only to enter heartily into the
 school discussions, but to read good books on the fine art of behav-
 ior and learn from the well-bred people they meet.
   c. Incidental work of a social nature. It is true that the daily
 work of every good school does much to fit its pupils to become par-
 tlicipators in the social life of their communities. The training
 teacher who does not work with the social aim in mind often sees
 timidity, awkwardness and self-consciousness become less common
 through the stories the girls learn to tell, the poems they recite, the
 songs they sing, the list of words on whose pronunciation they are
 drilled and the correct forms of sentences which they repeat very
 frequently in order that the incorrect form may not come to them
 in the midst of conversation.
   d. Value of a motive. Teachers will always secure better results,
however, if in planning their work they have the needs of society
in mind, for they will then furnish their students with a motive for
gaining such accomplishments as those just named. The reason
for the emphasis laid on vocabulary gains in language can also be
seen as well as the important place given to conversation exercises
in that subject. The social motive will facilitate the dramatizing of
such classics as the Peterkin Papers and make more interesting the
weekly reports on current magazines. The same motive will carry
students through the reading of the many library books on which
they report and the oral and silent reading they are encouraged to
do everyday at home. (See Manual, page 23). In a word, the
right motive, here as elsewhere, "will count no labor great which
earns the great reward."
         S. Regular School Work is Not to be Neglected
  Some of the readers of this pamphlet may be afraid that if the
work suggested here is done, the students who go out from the
training schools will write "Our popularity socially" in larger
than they write "Our efficiency as teachers." Everyone has seen
the socially vivacious, enthusiastic out of school teacher sit the next
day before her classes-she seldom stands,-exhibiting so little en-
ergy and so much lassitude that the Impression must not be given
that tiring one's self out socially entitles one to praise.
  Unless outside interests send a well prepared teacher to school
early in the morning liking her work better than she would without

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