The Potter journal. [volume] (Coudersport, Pa.) 1857-1872, 1858-02-25
TERMS. -sI.25 PER ANNUM.


the evil, and set ourselves earnestly to
work to root it out
Let US see then why this is so A
large share of the masses of our people
are educated almost entirel at our COM
Dso.l Schools Hundreds of men aud wo-
men go forth after spending several years
there, with an education far from being
sufficient to contend with the business
acoy3d. Where is the fault? We can
not but see that the greater part of the
blame justly falls on the Teacher As
the Teacher IS, so viii the School be. If
we are thorough teachers, we shall have
thorough scholars. If we are accustomed
to look at the ''why's" and "wherefores,"
our scholars will be so taught. If we
work only by rules, or only because the
''book says So" we shall find those whom
we instruct, hurrying through the book
with only vague idea of what they are
passing over; never being able to apply
them, except TO the lessons they are learn
ing. Their energies have never been
aroused; they know not what vast pow
.ers of reasoning, and grasping ideas they
possess, which are lying dormant, and
which it is the Teachers duty to awaken
ard bring into action.
We should teach our scholars ho,o to
study. The process of having dry les
son assigned them every day, which they
are required to learn and repeat at stat
ed time, becomes monotonous and unin-
teresting, and study loses half its charms,
THAT which is learned as task will do
but little good" Such lessons are some
times recited with no explanation by the
Teacher, when the ocords they contain
are hardly understood, and no immpres-
sion is left in the mind 1t is our duty,
by some means, to make those lessons at
tractive; to awaken an interest which
will incite them to thorough stud and
cause them to love it, and not consider it
a task. We should remember the chief
object of education is to strengthen the
mind. The knowledge acquired is Of
course valuable, but the mental discipline
IS Of greater value. In superficial teach
ing, the memory alone is disciplined,
while IN thorough education, the memory,
reasoning faculties, and in short all the
faculties Of the mind receive training.
The question then is how are we then,
to avoid these prevalent evils Let us
consider some means of improvement.
1st No scholar should attempt study
until he is old enough to be able to COM
prehead thoroughly all the principles and
reasoning ,ehjch 1t tnoolvss. This is
surely evident to all, and should be con-
sidered by every teacher, and by every
parent when assigning to scholars the
branches to be studied. Parents and
teachers are anxious scholars should pro-
gress rapidly, and, without forethought,
or due regard to consequences, urge upon
them studies which they are not capable
Of rightly understanding. The mind is
oycr-taxed, and study soon becomes irk-
some. This, we should avoid by all
means. "a
Again-The progress should be so. sloe,
Mat tie scholar hare opportunity of
not only understanding, but usimg one
principle before another is attempted.
Many err in allowing scholars to pass
over principles before they are thoroughly
understood, and before they have any
idea OF their practical application. We
meet with those who are yersed in the
rules Of Grammar, who violate them con-
stantly in conversation they having ney-
er been taught that the lessons of school
are for everyday practical use Schol-
ars should see some useful application of
what they learn, or study to them has no
object. They attend school and 60 through
with prescribed routine day after day,
because others do SO, and because such
are our customs. They should know
they are striving for that which will ben
eft and ennoble them every day through
life. G
Again We should aUoid as far as pos
siblc, teaching rules; for # the principles
are understood, the scholar aeiU be able
to make has oaon rules as lie may acant to
apply them. ..a1i2i7o
Perhaps nothing tends more to make
superficial scholars, than the habit Of re-
ferring constantly to rules. They work