Spirit of the age. [volume] (Raleigh, N.C.) 1849-1865, 1860-09-26
FOR THE SPIRIT OF THE AGE.
Mere About Teachers Difficulties.

44UAO 4AGO0b 4SdCucI6
La a rcc1irt -essssrz.sssieabian, Yero'' has
pointed out some of the Teachers Difficult
ties. But there are others, and in my esti-
nation, graver difficulties, with which every
Teacher, who assumes the responsibilities of
conducting free school, may expect to meet
in the very threshold of his duties. Some of
these propose in very brief manner to
point out.
One of the greatest obstacles to the success
of teaching may be found in the want of suita-
BILE school houses. What difficulties from
this cause are thrown across the Teachers
pathway, in imparting instruction and con-
trolling his pupils, which might be obviated
by properly located and constructed school
houses. How can he preserve good order in
school room, built without regard to com.
fort and those most indispensable conconi-
tants of every good school heuse-light and
ventilation Is it possible that spirit of
serenity and application to study, can per.
wade school room in which the pupils are
required to sit on hard, high benches with no
support for their backs or rest for their feet
These are questions which | submit to every
intelligent mind. And there is one more
question which would ask. Can teacher
be blamed if his pupils play truant, and re-
| pair to some oldsfeld, half mile distant, to
play, and then having got from under con-
troll, fight or engage in any mischief their
tun-loving natures may suggest; while there
are no play grounds connected with the
school house, in which the children may
take that exercise which is so necessary to
physical development and mental activity I
think it highly important that play grounds
should be connected with every school house.
I hn 1txy
in irregular attendance on the part of his
pupils. How can a teacher be expected to
advance his pupils when they are absent from
the school half of the time. Sad to say, ir-
regular attendance is the rule, and not the
exception in many of our public schools. In
terruptions, want of interest, slow advance
ment and unruly scholars, are some of the
results of irregular attendance
But one of the most serious difficulties
that stands in the way ofsuccessful teaching
is want of uniformity in text books.
Judge ofthe perplexity of the teacher wht
on opening school in new district, find.
himself surrounded by thirty or forty chill
dreh whose AGES vary frOig six - tvcnty-on,
years. The hour for school having arrived
he commences the task of examining AM
classifying his pupils. He examines then
first on grammar. Those wishing to stud
this branch, having taken seats on the recita
ton bench, the following conversation ma
be supposed to take place:
Teacher.-What kind Of grammar hav
you, Thomas?
Thomas. as.-Bullions', sir.
Teacher.-Very well, that is the book II
commended by our Superintendent Sc
you are not so fortunate; turning to Wi
liam.
William.-No, sir, l have Smiths gran
mar Mr. Oxford, our last teacher, said it
/ best for beginners.
Teacher.-What book is that you hold
your hands addressing James,
James.-It is Kirkham's Grammar-tl
book they keep at Mr.. Wade's Store. II
clerk told father that it is the best for fir,
schools
Thus it continues until all who presentt
themselves, twelve in number have bee
questioned in a similar manner; not mo-
than three of whom have books by the san
author. And between some of these the
is such disparity in age and attainments
4 to preclude the possibility of a classification
Out of the twelve who study this branch,
is found necessary to form seven or eigl
classes. In Arithmetic, the variety of te
books is as great In reading it is even mo
So There are several geography classes, b
sides host Of little fellows in Webster, wi
claim the teachers special care
Now what can teacher of ordinary alb
tiles do under such circumstances? If
hear one lesson u day from each of the hig
er classes, and two or three from those stud
ing spelling, he cannot avoid hurry and pl
cipitation, which are so fatal to the success
all school room exercises.
will venture it as an opinion that half
the benefits that might accrue from our s.
+ tenn of free schools is lost for want of suita(
| and uniform text books. But | hope t
day is not far distant when a uniform $,
stem of text books shall be adopted in all 0
schools schools as well as acat
mics and colleges. Let the teachers of t
State agitate this question until some dein
and practicable plan shall be adopted for t
/ consummation of this object. These, fellt
l teachers, are what l conceive to be, some
l the difficulties of teaching. Let us labor
s til these and other difficulties are remov
: and until our free school, as our academ
S and colleges already do, shall equal, if tt
: do not exceed those of the northern States
;, TUTOR