Marshall County Republican. (Plymouth, Ind.) 1856-1878, 1870-01-20
IaataionaI.
THE SCHOOL TEACHER~ ---I,S-,,' 3
By j b. HoAG, NJ. ID.

/
to lead to a premature grave. Hence, n,
one should be admitted into the school
room in the capacity Of teacher who doe
not possess thorough knowledge of tn
laws OF health and hygiene, who is NO
an intelligent Psychologist.
II is fact, corroberated by long ex
penence, and attested by extensive ob
servation, that from various causes
among which ere neglect of a prope
amount of exercise, too long; confine
ment In one position, or to one study
over excitement sad over study, breath
ing vitiated ar, too great or too small
an amount Of heat in the school-room
the foundation of many a disease is laid
and other causes that are detrimental I,
the health of the child, the teacher shout.
seduously guard. for he is en,phaticol
ty responsi6te for the bodily hcotk o
the child. This has to n great exten
been entirely ignored, or, IL recognized a
all, regarded with indifference, 10 tn,
greet detriment and rezeaHent Injury o
children.
Ii is conceded by all who have am
knowledge OF the matter whatever, tina
in order to have well developed mine
we must have healthy physical organi
zatiop; and yet teachers are admitted in
to our common schools, who are tctaIl,
ignorant Of the laws OF health; and by
their infiaction the health of their pupil.
Is undermined, and the foundation fol
future disease and an impaired constitu
ton is laid.
1t is in our estimation Of the utmost
i@isortance that parents should feel ar
interest in this matter. Their own well
fare, and that OF their offspring, alike
demand it. Many man who would moi
trust fine animal in the bands of one hs
was fearful would not exercise the needfu
care relative to its treatment, has entrust
ed for six hours Of the day, month aftel
month, the tender offspring God has
given him, to the care of those who paid
no regard to this important matter.
The teacher is responsible for the
mental growth and intellectual culiiva
ton OF his pupils. In education II is es
sential that that order should be pursue
which the nature of the youthful mind &c
mands. 1t is AS necessary that this rule
should be observed in imparting INTEL ect
ual food to the young and tender minds Of
children, as in supplying the demands OF
their physical nature. IS the child in its
tender years requires food adapted 10 ITS
nature and condition, different from that
required by the more advanced in age,
the same principle holds good relative to
food for the mind. What this natural
order is, the teacher should thoroughly
understand, else by presenting subjects
out Of the proper order, the result may
be permantly injurious to the child, for
which he is responsible.
In the school-room, reading, of course,
ranks among the first subjects that should
be presented to the child's attention but
while the child pursues this branch of
education his attention should be called
by oral instruction to the philosophy of
common things a out him, and his mind
stored with knowledge, which not only
renders him intelligent at the present age,
but Will be OF use to him in after life.
But few teachers ever think of this. If
they hear recitations, if the answers are
given 10 the precise language OF the text
book, they regard their duty as accom-
pIished- 1t never occurs 10 them that
they have a duty outside of the subjects
treated of by the author of the text books
1t is The duty of The teacher TO furnish
his pupils with themes for thought and
reflection; in a word, to teach them 20
think. II is an excellent practice to de-
vote portion of certain day each week
TO familiar conversation On familiar SUBJ
jects, and thus store the youthful mind
with much useful knowledge, the posses
sion of which will often relieve its
possessor from passing for an ignoramus,
and be of great value in other respects in
subsequent life.
For example: Let the teacher, on
Friday, assign to his pupils subjects for
them TO reflect upon, read and study
about, and obtain information relative 10,
from their friends and all other available
sodrces, and give the result of their re-
searches on tho last day of the mex
week. Of one he might require an ex-
PLANTATION Of the formation of clouds: of
an other the cause of thunder and light
ming; OF another to explain why bodies
unsupported fall to the earth. etc. etc.
and when the time arrives for them to
give the result or their researches, the
teacher should correct all errors.
The teacher ought always 20 keep in
mind tine fact that the pupils real advance
ment is not 10 be measured so much by
the amount gone over, as by the
thoroughness OF his requirements. IL is
not sufficient that the pupil understands
how, but it is essential that he should
fully understand why. In illustration of
this idea we will relate an incident con-
nected with our history az q teacher, and
hope not to lay ourselves liable to the
charge OF egotism by so doing.
Several years since we were teaching
in the State Of New York. A resident
OF the district wishing to give his daugh>
ter the benefit of first-class education.
concluded to send her from home 10 re-.
ceivc the benefit of some renowned sem
mary Previous 10 completing their ar.
engagements to do so, she visited our
school. During this visit we had occa-
sion to explain to the school why we
carry one to the next left hand figure in
simple substraction, when the figure in
subtrehend has greater numerical value
than the one directly above it in the min
uend. We aimed to make it perfectly
clear to oil, and so far as our visitor was
concerned, al least, succeeded. On her
return home she said to her mother: Il
shall attend the district school this win
ter" Referring to the above incident
she remarked: "Ever since have stud
led arithmetic knew that had to carry
one to the next figure in such ceeos h,,,