Mineral Point tribune. [volume] (Mineral Point, Wis.) 1854-1858, 1858-11-02
Essay en- Primary Education in Schools.
ReasbeforeAs Mineral Poiss. Teachers Il ssocsa.ion.
BY MISS MARIA BowDgN,

am, as yet, but q tyro in the field Of
intellectual culture, and would prefer list
ening silently to he suggestions of my
more experienced competitors, rather than
advance any ideas of my own. either new
or old, and l expect not 10 benefit my audi
tors as much as myself by this attempt
Il has been my task, thus far, to inculcate
the primary or first lessons, to help lay
the foundation of that noble structure,
Education. And if we are successful in
making 4 symelrical aud perfect base, the
royal temple will not totter, bu. its fair
proportions will gladden. the eye of the
beholGer, and the hearts of those who
have spent their lime and labor on no
matter how humble portion of the grand
structure.
The task Of teaching the \ b C-darian
and giving first lessons in reading and
spelling, IS not less arduous or imposing
than teaching Latin, Grammar or Geom-
etry. And it is a subject of no little IN
terest to observe the developments of the
infanule mind-to notice heir expressive
little faces light up with inspiration, as
It were, when some new idea is given
them. Much may be learned by the
teacher of the character of his pupils, by
Observing the different course pursued
by different minds-by experimenting on
the ambition and affections, and see the
mighty changes a more mature and
stronger mind is capable of working the
child's. All who have ever had the ex-
perience Of a school-room, have doubtless
noticed how quickly their own feelings
and actions i.-Auence those of their pu-
pills ~ they are reflected in almost every
child under their immediate influence. A
nervous, weary teacher invariably finds
restless, inattentive scholars TO deal with.
And 50 almost every variation in our feel
Ings will be acted out by our scholars.
As TEAcHrRs we are too apt to be en-
tirely engaged in the actual labor of
teaching the regular every day lessons
mere book lessons, which de reverbera-
ted parr0i-i.Ie in various parts of the
school-room. The whole field of moral
and, might almost say of proper intel
lectual growth, IS forgotten; true, they
learn few Of the elements of science.
but little do they realize the primary be-
ginnings-the small actions and thoughts
which so 50 far in establishing the char
acter and happiness of the student. The
CHILD of to-day IS the Man of to-mor-
row-hlling high and responsible situa-
tions-held up as pattern AMI a guide
eXertng an influence that will be felt az
long as time shall last. The little fellow
carving out amusing toys with his two
penny jack-kniGe, hardly thinks that he
IS paving his way, PowERs-ike, to emin-
ence- Or, perhaps, on some holiday,
when flying his paper kite, is not aware
that he Is following in the fa.. steps of
his illus.rious predecessor, BEN. FnANk-
LIN. Or with small piece of chalk,
when favorable opportunity occurs, mu-
tilates his desk with a rude likeness Of a
man or horse, is developing a genius
which viii be eminen;ly useful in all the
higher circles Of life. If the pupil could
fully understand the final rrrrcr of his
conduct, the great TASK of teaching is
gone.
It is principle in physical science that
no object can operate upon another with
out medium through which to act. |
hold that this principle remains true in
the mental world that one mind cannot
effect another without means by which
10 operate - Ibis means, this medium,
we as teachers wish to ascertain, and not
furnish the same dose, the same course Of
education, for 50 many different pupils,
All differently constituted, mentally as well
as physically. WAatto one intellect would
be life might, to another, be a deadly
poison. This is our great failing point
~ fail to find this PROPER medium by
which TO affect our pupils. If we could
teach them 10 thi1k each for himself, 10
learn thing not simply because IL IS so
IN his book, or because il Is as the teach
Ell says, but because he himself has found
It to be 50 from observation and thougL;
then we should have true scholars get
ing true education, aching and speaking
their own thoughts - but the everlasting
fear which some have Of getting of the
cid beaten track, Of doing something dif-
ferent from their forefathers, Is what I'M
pedes the progress OF human intellect
more than anything else They look
suspiciousIy al every new more, ex-
pectng TO find scme mortal bug-bear ly-