The Cecil Whig. [volume] (Elkton, Md.) 1841-current, 1871-01-21
On Inciting Emulation Among Pupils.
AN ESSAY READ BEFORE THE TEACHERS
NORMAL ASSOCIATION OF CECIL COUNTY.

AN ESSAY READ BEFORE THE TEACHERS
| NORMAL ASSOCIATION OF CECIL COUNTY.
| All who have given the subject any
| thought, no doubt have a definition of
Emulation formed in their own minds
And any one else, by re 'erring to our stand
ard works on language, may find defini-
ton ready manufactured. But in these
remarks we shall not dwell upon the defini-
ton, but upon the means of melting the
proper spirit, and of preventing the i'm
proper manifestation of it.
A generous rivalry, which exerts its
utmost powers to secure success, will not
place the slightest obstruction in the path
of competitors, but stands ready to give
assistance to overcome difficulties, is the
proper spirit to be cultivated. Such a
spirit fostered and encouraged through
childhood, and carried into later life, would
give to the world many moro generous,
noble hearted men and women.
Among the many incentives which may
be brought to bear upon our pupils and by
experience have been found effectual, may
be mentioned the following, viz: class
criticisms, personal appeals to our pupils,
by referring to the more industrious of our
pupils as examples by repeated and con-
tinued solicitations of the school as a body.
Many other methods will doubtless suggest
| themselves to the teachers.
Class criticisms upon the exercises of
each other, have been found powerful
means of exciting this spirit. 1t keeps the
attention of the class on the alert, and
greatly assists the teacher in conveying an
Ineligible explanation of the subject under
consideration. Let them correct anything
they may fancy wrong in the matter or the
manner of the recitation. But do not allow
these corrections to degenerate into an
exhibition of envious or angry feelings, by
uncalled for remarks, calculated to wound
the feelings Of some sensitive pupil.
| Personal appeals to each pupil, as oppor-
tunity offers, often assist in producing n
greater interest in study, showing to the
increased application. They will gain the
smile of their teacher, the appreciation of
their parents, and the approval of their
own conscience. Numerous other motives
can be adduced to produce the desired
result, and very dull or vicious must be the
pupil who cannot be Influenced by some
motive set forth by the earnest teacher.
| By referring as examples to the more
industrious of the pupils, and thus induce
others to initiate them. But caution must
be exercised in this, as pride may be fos-
tered in one pupil, and envy engendered in
the other, by such references. Unless a
teacher can be sure those evil passions will
not be aroused, this motive to emulation
should not be urged. There is too much
evil already in the world, for teachers to
increase the amount, by any method of
instruction or discipline.
| BY repeated and continuous solicitations
of the school as body; pointing out their
failures, and correcting their mistakes :;
showing them the folly of continuing as
laggards and drones in the busy hive of
school impressing upon them the fact tina
we are placed here to do good that one
! means of doing our duty is to improve our
minds and increase our knowledge, that we
may have greater opportunities Of doing
good.
Our characters are, in measure, formed
in childhood and the predominant char
acteristic of the child will usually be found
in the adult, and if youth can be made to
understand this, it will influence many of
curb what is wrong and cultivate what is
right.
Children, properly treated, are amenable
to wise counsels and judicious advice
They are not the almost savages impatient
parents and teachers would have us believe
| They can he made to love their teacaers as
we'll as-ay! better than some parents
While then their natures are plant and
susceptible of impressions, does it not
behoove us to see that those impressions
are not made wrongly. Now is the time
to plant good seed. Perhaps it will root
and grow-often it will die. But suppose
our efforts in directing the youthful minds
to the proper motives of action are often
| unsuccessful do net be discouraged. You
will often fail, and your pupils will follow
their own headstrong desires, and all your
labors will be for naught These things
are incidental to our profession. We must
learn to labor and to wait. It is not often
that we see immediate results to our labors.
But we will sometimes witness those who
have received our instruction grow up TO
! be ornaments to society, and a benefit to
| those around them.
Few of us are so constituted as to be
| Indifferent to censure or praise. We may
| affect to despise it, and hold our course i'll
| assumed contempt of the opinions of 9th
ers, but censure will send the hot tide of
| shame or anger rushing to the cheek, and
praise will call a beaming smile to the face.
Children being subject to the same passions
with ourselves, will be affected in the same
way, and undeserved censure as many
teachers often give, will produce angry
feelings towards the censurer. Praise,
properly bestowed, will cause an increased
effort to merit it again.
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