Bradford reporter. [volume] (Towanda, Pa.) 1844-1884, 1861-02-14
Study a Child's Capacities.


II some are naturally dull, and yet strive to
do well, notice the effort, and do not censure
the dullness A teacher might as we'll scold
a child for being near-sighted, as for being
naturally dull Some children have great
verbal memory, others are quite the reverse
Some minds develop early, others late. Some
have great powers Of acquiring, others OF
originating. Some may appear stupid, because
their true spring character has never been
touched. The Ounce of the school may turn
out in the ED. the living, progressive, won
der-working genius of the age.
Ii order to exert the best spiritual influence
we must understand the spirit upon which
We wish to exert that influence. For with
the human mind we must work with nature,
and not against it. Like the leaf of the net
tie, if touched one way, it stings like wasp;
if the other it is softer than satin. If we
would do justice to the human mind, we must
find out its peculiar characteristics, and adapt
ourselves to its individual wants. In conver-
| sation on this point with friend, who is now
the principal in one of our best grammar
schools, and to whose instruction look back
with delight" your remarks" said he, are
quite true let me tell you little incident
which bears upon the point
Last summer, l had a girl who was e1-
cecdingly behind in all her studies She was
at the foot of the class, and seemed to care
but little for her books. 1t 80 happened that
as relaxation | let them at times during
school hours unite in singing | noticed that
this girl Lad remarkably clear sweet voice,
and | said to her, Jane, you have good
voice, and you may lead in the singing" She
frightened up; and from that time her mind
appeared to be more active. Her lessons were
attended to, and she soon gained high rank
q" One day, as | was going home, | overlook
her with a school companion. Well, Jane,H
said |, "you are getting along very we'll, how
happens it you do so much better than at the
beginning of the quarter?" l do not know
why it is" she replied 81 know what she
told me the other day. said her companion.
" And what was that ?" | asked.
"Why she said she 1ras encouraged"
Yes, here we have it-she was encouraged.
She felt she was not dull in everything. She
had learned self-respect, and thus she was on
couraged
Some twelve or thirteen years ago, thero
was in Franklin school an exceedingly dull
boy. One day the teacher wishing to look
out a word, took up the lads dictionary, and
on opening it, found the blank leaves covered
with drawings. He called the boy to him:
Did you draw these ?" said the teacher.
* Yes, sir" said the boy, with downcast
look.
Il do not think it is we'll for boys TO draw
in their books, and l would rub these out If 7
were you but they are we'll done did roo
ever take lessons ~
mo, sir" said the boy, his eyes sparkling.
"Wel, | think you have talent for this
thing. | should like to see you draw me
something when you are at leisure, at heme,
and bring it to me. In the mean time eee
how well you can recite your lessons"
The next morning the boy brought pic<
ture, and when he had committed his lesson,
the teacher permitted him to draw map
The true spirit was touched The boy felt he
was understood. He began to love his teach
er He became animated and fond of his
books. He took delight in gratifying his
teacher by his faithfuMess to his studies, while
the teacher took every opportunity to encour-
age him in his natural desires. The boy be-
came one of the FIRST scholars, and gained the
medal before he left the school. After this
he became an eDgraver, laid up money enough
TO go to Europe, studied the works of old
masters, sent home productions from his own
pencil, which found place in some of the
best collections of paintings, and is now one
of the most promising artists of his years in the
country. After the boy gained the medal, he
sent the teacher beautiful picture as a to-
ken of respect ; and while he was an engraver,
the teacher received frequent tokens of con-
tinued regard and | doubt not to this day,
he feels that that teacher, by the judicious
encouragement he gave to the natural turn OF
the mind has had great moral and spiritual
effect on his character.