American citizen. [volume] (Butler, Butler County, Pa.) 1863-1872, 1865-07-26
Educational department
THOUGHTS ON TEACHING.

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some particular end or object, in the ed
ucation of those entrusted to their eare2
In almost every department. ofmechan-
ical labor, the workman labors with some
definite end in view. The ship-builder
adds timber to timber, meanwhile keep
ing in sight the noble vessel, which shall
some day ride proudly upon the sea, and
bid defiance to winds and waves. The
mechanic constructs the ponderous ma
chine which is to be the motive power
among many others, with an eye to the
fitness of one part to another
1t is related of Tubonius, one of Lu-
theirs early teachers, that upon entering
the room where his pupils we're, he was
wont to take off his hat and bow to them.
He did this, he said, because he saw in
them, not merely boys, but the burgo-
masters the lawyers and the doctors Of the
future. Would it not be well if teach
ears were to initiate his example in theo-
ry, especially as in our land, places ofthe
highest trust are equally attainable by
all? -a"4 sf.r. A.a.
But teachers are far too prone to in
dulge themselves in their love OF ease.
For instance; child comes to the teach
er, requesting help to solve problem in
arithmetic. The principle involved had
been sufficiently explained before the
class, but the pupils attention was direc-
ted elsewhere. The teacher helps him,
thereby confirming the pupil in his hab-
it of inattention Another pupil wishes
to know the location of certain town.
Instead of setting the pupil to work to
find out for himself, the teacher at once
gives him the desired information, and
thus loses the opportunity of teaching the
pupil the habit of applying the mind to
study. A petty theft may have been
committed A slate-pencil has been ta-
ken from its rightful owner; OR perhaps
in passing to Or from school, fruit has been
taken from farmers wagon. a passing
reproof will be administer, but nothing
will be said of the sin or guilt of such
conduct.
1t is not merely the teachers duty to
enter upon routine of lessons in the
| alphabet, reading, writing, geography or
arithmetic; but he should strive to teach
habits of diligence, patience, perseverance
and punctuality; in short everything tha
will contribute to the usefulness Of the
pupil in acting his part in life.
Some one has said, "Labor for COM
pleteness of character" [ would say to
teachers, labor not only for it, yourself,
but labor to produce it in your pupils.
As the teacher is necessarily brought
into contact with so many various dispo-
sitions and shades of character, he will
naturally find some difficulty in adapting
himself to the peculiarities of each.
Some will nesd restraining, while others
will need constant urging. Butall faults
should be gently and patiently borne with
except the one great fault of disobe-
dience in any form. Let it at once be
distinctly understood, that you mean just
what you say, and that you intend to take
no wavenng vacillating coErse. r (. ..-Z-
Children are generally, pretty keen
judges of character. They will at once
see that you intend to be obeyed, and
they will respect you the more highly for
your frmness. Still it should be the
teacher aim, to rule by love and kindness
rather than severity. Strive to impress
on the minds of your pupils, that you do
not punish merely for the sake of the
punishment itself, but for its wholesome
effect upon themselves. Let the punish
ment be at all times proportionate TO the
offence. As far as my experience goes, |
think that teachers are less apt to err in
this respect than most parents, 4 have
known parents to fly. into a passion and
fog child severely, for only tearing a
garment, or accidently breaking a dish
when perhaps profane language or an act
ofwilfnl disobedience would go entirely
uupuHshed.
Ills almost needless to add that personi
al feelings Of ill-will should not on any
account ever be allowed to dictate the
manner or measure of punish hments A
candid and well balanced mind will not
find it difficult to decidesuppn the course
which will prove most beneficial for the
pupil. As was before remarked, the
teacher will be brought into contact with
many various dispositions. He will need
to study them closely, so as to adapt him
self. to each one. A mode of punish
ment which will prove ef6cacious in one
case, would not answer, at all, in another
4 A few words kindly spoken in private, tt
one, will be amply sufficient. Another