The Kenosha telegraph. [volume] (Kenosha, Wis.) 1860-1888, 1868-02-27
educational GoIunur.
ORGAN OF THE KENosHA COUNTY TEACHERS
ASSOCIATION. %a# &,
The following extract from that

S11L as -tIiDON'J
thoughts upon that much mooted
question ''what constitutes teacher
Let every teacher and every one
hoping to become one, study it care
fully, as the great thing needfuI
and let parents consider that the SER
vices of an apt teacher are not dear
when purchased at high price, while
that paid for worthless material
might better be squandered i'll other
less objectionable ways-Let tile Su-
perintendent exercise his prerogative
in publishing to the patrons Of the
schools Of the county, not only what
they need, but who will supply that
need and with skillful hand prune
off the dead branches of the profess
sion: if need be, let him cut the can
GERS from the suffering system, pain
full though it be, that what remains
may be free from much that blot5 its
fair name and always its usefulness.
APTNEss IN TEACHING.
Aptness in teaching implies nat
ural and developed tendency and fit
ness for the work. The self impor-
lance which is assumed in seeking
and displaying titles and degrees, and
the inordinate eagerness to push self
interest in the direction of higher po-
sltion and salary, do not denote the
apt teacher; nor does the hustle with
which some show their dissatisfaction
with present modes Of marking
pupils, or which they discuss the
modes of treating INSTRUMENTATION On
,truancy or the comparative impor-
tance Of principals and assistants, or
of the relative merits of divers text
books nor does perpetual canting
about the advantages of teachers
associations and the want of interest
in them manifested among a certain
class Of teachers nor yet does an
incessant talk about school out Of
school-hours. They who, in then
conyersati on, make these topics O
chief Importance, show that theil
hearts are not in the work, that t ey
are mechanical teachers and not live
teachers. Aptness at teaching de
notes a state of mind, which does not
indeed disregard self advancement,
nor yet contems details but which
is chiefly occupied with the great
question Of pupil-nature and the de-
mands of that nature what is foo
for-it ; what ought to be withheld
from 1t; how may it be aroused
drawn out, trained how its affec
lions may be gained and directed
how it may be made to grow up il
reason, intelligence, humanity, nobi1
ity and usefulness. He who is APP
to teach comes down with the direct
ness of insight and and of zest to tn
first simple principle of pupil-nature
and, from knowledge Of this, con
trives the whole machinery of man
agement. He conforms the machine
ry to the pupil-not the pupiIto tn
machinery.
The tendency to resort to contri
vances for turning the pupil into {
mere studying and reciting machine
and the opinion tina success in teach
ing is achieved in proportion to the
degree of precision which the human
machine is made to attain, denote
want of aptness, in the lack of ap
probation of the most essential ele
ment of the work-communication
When class in celebrated institu
ton demonstrated with their teacher
he replied Il don't come here II
tell you anything 1 come to hear
you recite.'' This is not teaching
The mechanical method aims singl,
to employ the mechanical memory
Should the pupils understandin;
operate, it will be by dint Of indepen
dent energy, and in spite of the re
pressive influences of the method
The apt teacher will be ever amin,
to reach the pupils understanding
l,NIa rY1nanc If
This aptness in communicating
knowledge depends upon something
more than mere eruidition, and vii
show itself in something more thar
In mere appreciation of this or that
method. Euridition and appreciation
alone will be of little service in the
school-room. Some men are great
storeh ouses Of knowledge, but are
always locked up. Some are admir-
able organizers and managers, acutely
appreciative Of the needs of the
sehoo!-room, keenly perceptive of the
qualities, measures, and adaptness of
others for the work, and yet are not
themselves apt teachers, The apt
teacher will communicate not onf =
when questioned, but will anticipate
questions. He understands the work
ings Of the pupils minds. He has
the faculty of measuring the under
standing Of each pupil and of adapt
ing himself thereto. He will In re-
atty reach the understanding of his
pupils. His apness will be recog-
nlzed by his pupils in the interest
which they will manifest Most of
them viii be eager for his utteranees.
and will ne full of inquiry SO that
his administrative faculty will be en-