Nebraska advertiser., 1868-04-02
Educational Department.
J. M. N'KENzIE, EDITOR.
Tnaeher,s Qualification.

~ AA411
iect. A good teacher must be a good
scholar, and this implies very much. He
must not only have a fair knowledge OF
the branches he expects to teach, but he
must posses a knowledge of the sciences
and mathematics in some degree ; and as
a general thing the more general knOwl-
edge he possesses, the greater will be bis
success as a teacher. With some knowl-
edge Of Algebra and Geometry a person
can better understand and more success
fully teach arithmetic.
The study of astronomy is almost indis-
pensible to a correct understanding of
Mathematical Geography. While Rhet-
ORIG, Logic, and their kindred sciences
aid very much in Grammar, especially
in the analysis of sentences; History,
Philosophy, Physiology, Chemistry and
Botany are certainly very great helps to
a teacher in making his school in,ere St
ing. Such a teacher always feels per-
fectly at his ease in the school; be is
not always fearing that some question
may be asked which will expose his ig-
norance, but feels adequate to any emer-
gency. Like the stalwort laborer he
he goes forth and performs with ease
that which would make men of weaker
frames groan beneath the burden.
The pupils respect such a teacher, and
look up to him with a kind of reverence i.
They have perfect confidence in his
ability, and love to talk about his won.
derful knowledge. Such a teacher has
an elevating influence his pupils look
forward, with eager hearts, to the day
when they hall be as wise and learned
as their teacher.
This knowledge also is the teachers
reserved forces, so to speak. How bar
rem must be that recitation, where only
what is laid down in the text book is re-
cited. Dreary indeed must be such a
school. But to the teacher who has a
fair knowledge OF the sciences, how in
teresting may the most barren subject be
made to a class. Suppose, for instance,
that the reading class has for its lesson,
1.-The mechanical wonders of g feather"
Now a scholar may read the piece over,
and yet see nothing wonderful about it,
because be has not thought over what be
has read; but let the teacher take a
a feather and show the class how the
rays are fitted together, so that being
entirely separated they yet adhere with
sufficient force to enable the birds to fly
that the rays thus are united nearly air
tight let him speak of the material
composing the feather, Its great strength
and Iightless; let him show how the
hollow form thus aids in its lightness
and strength, and speak of the same as
seen in the straw of the different grains
and grasses, in the bones Of men and an.
and show how men have applied
the same principle in constructing tubu-
lar bridges, columns, &c.. and do you
think the lesson will be dry and uninter-
By no means.
Thus the teacher will awaken a desire
IN the breast of the pupil to know more
Of these things. How the eye of the
sparkles as the intelligent teacher
speaks to him of the wonders of nature ;
a new world opens before him, and
things that were passed by unnoticed
have become intensely interesting. Tell
The child that the SPIDERS web is not
composed of a single strand, but that
every strand is composed of thousands of
threads; tell him that the eye of
he fly is made up of more than a hun
Ired little looking glasses, so to speak,
and his little feet are real air pumps,
and you implant in his soul a respect for
little insects that no moral sense
could ever produce. You might tell
lim that the same God made the fly that
made him, yet this would not gain his
respect as much as the beauty displayed
the structure of the insect.
Try it teachers. You will find the
Effort to instruct and interest your class
will have a reflex influence on yourself,
md deeper thoughts will fill your own
mind, and new beauties will be disclosed.