Raftsman's journal. [volume] (Clearfield, Pa.) 1854-1948, 1869-02-10
Educational Column.
W. H. pR1DEAUx, EDITOR.
Teachers and Scholars.

teacher. unless he Is willing to yield himself
I'D to his labor, for it is a labor, though a
pleasant one, when undertaken in the right
spirit, but it should not be task. Not on
ly should we, as instructors, be prepared to
furnish the necessary information, but we
should study how to impart it to the best
advantage; how to make 1t available, how
to sift out the knowledge, as 1t were SO as
to make dry studies interesting. In fact
There should be no such thing as dry stuuy'
there is great deal of useless matter orag-
ged into school books, and the pupil Is fore
ed to repeat the ideas, and often the exact
words of the author, without getting the
least glirnmer of their light; they leave the
class, nay, the school, destitute of the faint
est idea of what they have been studying.
When the book is not clear, where pages are
devoted to what may be condensed into half
the space, the book should be set aside, and
the teacher should give oral instruction. L
have seen pupils who have been studying
arithmetic up to the age of l6 and IL years
and yet they were not able to perform the
simplest arithmetica calculation. You may
say, "Oh this is solitary instance. He
must have jeen very stupid | tell you no.
1t is the case with great portion of the
pupils who attend what termed our best
city schools Our public schools are no ex-
ception.
/ have found many, even there, who have
not been taught the best methods oc reason
ing. Now what is the reason of this? If a
child be passably intelligent she should be
able to give up the study of arithmetic at
IA years of age. 1t should not be necessary
for her to dwell in writing and grammar
from 10 to II years of age years, and as
many more for arithmetic Yet 1t is almost
without on exception. Where does the fault
lie? do not say altogether on the teacher.
for, of course, if parent keep her child at
home day or two every week. progress can
not be expected, they should then be obliged
by the rules of the school to take lower
position in his classes; and thus he would
likely learn something thoroughly, and not
obtain useless smattering without end or
aim. If all teachers were conscientious and
true TO their calling, the parents could no
decide the matter, and the pupil would be
CuuSalCb III NIilS Vi biahSuiNACo. NOuiu
have the teacher do less for the scholar than
he now does. Set the child to thinking;
show her the way; then let her move on
and learn to overcome difficulties. The
child should be encouraged to ask questions.
/ know that many will disagree with me,
and say that it is impossible to make any
progress with class if one stops to answer
Ill Il, Il, II
Many will tell you they will make idle and
foolish inquiries. | tell you no. If prop
erly trained they viii ask only such questions
as will awaken interest and show thinking
minds. 1 have always encouraged the hab-
it. The teacher should strive to prepare
himself on all subjects, and if he be not
careful, he will find his pupils viii steal q
march on hin, and make some demands
which will at first seem difficult to answer.
[ would here notice the sad failing that
have observed in my fellow workers, which
is this, that they think that the pupil must
be answered at all hazards, as it would new
er do for the teacher to be found wanting,
so they give wrong answer, a mere form
of words or set speech and let it pass. We
ought to have more courage and say frankly,
Il do not know; | II try and find out -
Every child should be taught to search the
truth for himself, for the reasons which have
given rise to a certain rule Especially, when
authors differ, the subject should be present
ed in new light by the teacher; then LET
the pupil take that method which seems
most reasonable \ teacher should take
the subject in hand and spend even week:
in gathering all the information she can upon
it by inquiry, by observation, and by study
This close application and research upon one
subj j,ct will make a new one much easier.
The English grammar should, in my opinion,
be well understood; then the scholar will be
fitted to study the grammars OF other Ian
guages with more facility
Every teacher should possess mag
netic influence over his pupils; he should
imbue the class with life and spirit, anC
should bear them along with that subtle in
fluence. which can be seen and felt rathe
than described. He should aim TO create
an enthusiasm, so that her class may fee
lifted up, and the time spent together seen
all too short School days certainly SHOULD
be happy. A teacher who is one in the tru,
sense, will not fail to make them so. Tha
course o, study should be pursued with pu
pills which will be most conducive to theii
best interests and future welfare that the,
may be able, as men and women, to make
their knowledge availble in the cause of hu
manity; that they may be useful wherever
they may be placed Self reliance should
be cultivated. There is a great deficiency
in this respect and there is no better plac,
than the school, even for the cultivation o
this important quality. Now, if my re
marks prove useful to those Just commenc
ing the education of the young, | shall be-
glad. The great secret is-hoso to teach
chronological Jour nal
Fellow teachers, owing to many cares our
educational column has been neglected. II
is now started. Keep it up. Send in your
pieces. The above We found in the PEr1no-
Lpri,.yJ journal and tbonoL. :.