Buchanan County bulletin. [volume] (Independence, Iowa) 1869-1891, 1872-01-19

A0O W SWtCAS SAAtACos &&
CoArrosIrION And RHHT0RIC.
u David ward Many seem to think that
these sp1jects bslong entirlly 70 tlsAigh-
or depaitmentl " edacatioh, and are tn
no way necessary to the qualification Of
the teacher. Ideas must be gained; re-
ducing these to written form, 80 that Just
what No intend shall be concisely and
forcibly conveyed, is competition. Our
language is noted for its simplicity and
precision; We see no need Of using words
and terms which cannot be readily nm.
derstood. In teaching young pupils, do
mot call tho work BY its big name-com-
position. Do the work without q name,
II need be. A person may poseess much
knowledge, Jet that knowledge win avail
him but little unless he has the power to
arrange and convey his ideas. Every
person, we claim, has this power to ai
greater or less degree. The ability to
tell well what ono knows, Is . great gift
Ought we not to strive earnestly for the
improvement Of this talent! Rhetoric
would, ut tirst, seem to be Of little use to
us % teachers, not seeing how the sci.
once Of oratory can be used in school
room duties. Although we admire the
ability Of the teacher who knows exactly
sshat to cay, yet his power for good over
his pupils win depend largely upon the
manner in which his words are delivered.
The object Of the teacher is to awaken
interest. To do this successfully, he must
enter into the spirit Of the subject himself.
An important part Of the teachers duties
lie to teach his pupils to express them
selves intelligently and in an attractive
manner in all explanations which they
may be called upon to make.
Norris-It is great accomplishment
70 be able to express our ideas correctly
in writing. Competition 10 fuency in
speaking as well as in writing. Ideas
are anterior to either speaking or wri-
ting. The young pupil should be taught
to observe, to analyze and draw compar-
part in teaching composition. When
the pupil has thus gained ideas, he will
| find composition q recreation, rather than
. task. The pupil should be made ia
miliar with his subject before he attempts
to write. The young pupil should be
encouraged to relate everyday occurren-
ces, committing the same to writing
Let him write letters to his young friends.
Practice In this, a. in everything else,
makes perfect. Use no more words than
arc necessary to convey the full meaning.
Composition, properly taught, calls into
reQuisition, and improves every faculty.
| WHAT THE TEACHER OUGHT TO BE.
Dayton Ward-Teachers ought to be
| qualified. The qualifications needed arc
not intellectual only. When we are &C
quainted with what teachers have to
contend with, we may know something
of the needed qualifications His pupils,
when at home, are governed differently
by their respective parents. Some pa
rents govern their children by gentle
means; they have their children do right
because it is right. Others govern on
the principle that "sparo the rod, spoil
the child" In school, these pupils are
all to be governed by the teacher. I'm
agine his difficulties! The teacher needs
to have more than ordinary wisdom for
such calling. These may be consider
ed minor difficulties. Young minds are
put under his training; mere book learn.
ing will fail here. The teacher needs
not theory alone, but experience Also
The teacher must be moral person; "ae
| the teacher, so is the pupil" is mainly
true. II the teacher is not strictly and
conscientiously moral, he cannot incul
cate those principles which should adorn
youth, manhood aud old age. The per
son who has prepared himself to answer
merely the questions in examination for
a certificate, is but poorly prepared for
the duties of the school room. The
young lady should teach when she finds
that she has love for the work and the
necessary qualifications, and not simply
because school ma'ams are fashionable
If Americas greatness consists in hel
common Schools" teaching should com
mand the best talent. The teacher needs
to be an educated person. He should
thoroughly understand what he attempts
to teach. He needs to be thorough in
his work; whatever is worth doing il
worth doing we'll"
Quick-In whatever way children are
governed ut home, it is impossible tu
govern all alike in school, and were il
possible, it would be unjust to do no.
For the same offense, all should not re-
ccive the same punishment. One tries
to do right from principle, but under
some influence transgresses; another
controlled by no fixed principle of right
commits the same offensc; to discipline
them alike would be unjust.
Norris-Another thing will notice.
Teachers should not quit their profession
rs soon as they know what to do and
how to do it. Teachers, as others, in
whatever they first begin to practice,
make mistakes. Mistakes, when we un-
derstand how and from what they arise.
and how to remedy them, are valuable;
but in teaching, the trouble is, when the
teacher has followed his profession long
enough to see his mistakes and know
how to remedy them, he leaves the pro-
fession; hence, the educating Of the
young is left almost entirely to those OF
little or no experience. If experience is
valuable in any thing, it is valuable in
teaching Of two physicians, other
things being equal, the one of largest ex.
perience is chosen first, and with reason.
If physicians followed their profession
but two or three years, then were we all
physicians. We should have = class Of
teachers who make teaching their calling
The item of wages is now seriously
against this But if we could have .
class of teachers who would enlist for
life, we could afford to pay them better
Teachers should be lovers Of knowledge,
and have love for the work Oftcaching
If we refer to our own experience, We
find that our progress has been much
greater under such, than under those
who taught for the dollars, principally.
CLASS RECITATION.
Dayton Ward.-Pupils should be train
ed to think during recitation. find it
difficult to get pupils to inquire why.
David Ward.-We do not often mani
fest an inquiring spirit until we feel an
interest. We should strive ia awaken
In our pupils an interest in theiI studies;
when An interest 10 felt, then they win
ask why. 1t is good plan to give the
class some question. each day for inves-
tigation.
Wells.-N is good idea to have the
pupil do the reciting, and not the teach
er. Let the pupil do the work under the
supervision OF the teacher. The pupil
Is trained and streng thened, not alone by
the work the teacher does for him, but
most by the work done by himself The
price Of every thing Of value or consc-
quence is labor. Let the pupil pay the