The Placer herald., 1872-06-08
SCHOOL kEEPlAG VS.. SCHOOL TEACH.
ING.

| AH~ "'VNS caPtiOil may ellClt mile from the
careless or Indifferent but with the thoughtful,
patient, earnest educator it is different How
many school-keepers have we to-day presiding
in our school rooms, receiving their monthly
salaries for simply keeping school, who only
recognize the sience of teaching to consist in
being at the school house at given hour because
required by law, to preserve quietnoss there,
assign lessons and see that they are committed
to memory, and to hear recitations when so
committed. With such teachers a system of
declaratory statements without any reference to
reason is all that is required, for it matters but
little to them whether their pupils comprehend
single principle or idea long as they can
repeat, parrot-like, the language used to convey
the idea or principle. To such school keepers
I would say, close your school at once and turn
! your attention to some other vocation. The
true teacher has, on the other hand far differ
| ent but higher motive in view; the drawing out
and developing the faculties as we'll as unfolding
the mysteries of science in that manner best
| suited to the comprehension of the minds of
children, and afterwards directing their thoughts
and moulding their minds and character for
coming life. The mind, acting through percep-
tion reflection and judgment natures with the
development of the physical system. and only
requires to be assisted or rather directed by such
familiar illustrations may demonstrate the
| truths of science in its simplest forms. take
the position therefore that the only automatic
action required in the school room is, or should
be, that relating to the forms and names of
| characters and the sounds of words, but that
every principle having its foundation in truths
should be fully demonstrated and exemplifed by
reason. 1t follows then that the great work Of
the teacher is to educate the mind to think, to
reason; this requires, however, the greatest
degree of vigilance on the part of the teacher,
for though to guard against habits of dependence
of thinking, and to cultivate habits of independ-
ence or originality OF thought should be his only
aim and plan, yet this, it is but just to say, is
culpably neglected on his part, and to such
neglect we owe our entire failure as educators.
Let Us reyolutionize then this faulty system,
for the sooner it is done the better. Our school
rooms bear too close resemblance to monkey
| shows; in them our children acquire ideas only
by drill-tiresome, repulsiye drill, in the sole
practice of dependent imitation, and have not a
sensible idea Independent of the teacher and
textbooks, the science of independent thinking
and reasoning from comparisons being entirely
lost sight OF. The result Of our present system
then is, that the minds of children are burdened
with abstract declarations, vague assertions and
nothing else. teacher should not undertake
to teach that which be cannot demonstrate by
practical operation for every truth is susceptible
of demonstration, plain and direct; but demon
stration, to be effective in schools, must, by
constant application, become habtual. Many
will ask how is this to be accomplished; the
answer is very simple. L., in his beautiful
article. showing the necessity of thoroughness
in primary teaching, has touched the keynote
and given the reply. If any class of teachers
should be thoroughly trained in the science of
teaching it is the primary teachers Notwith-
standing, a large majority of parents and boards
of trustees entertain the silly opinion that no
considerable qualification is necessary for prma-
ry teacher, hence our primary schools are often
presided over by class Of cheap teachers, who,
being to lazy to work, ashamed to beg afraid
to steal, turn their attention to school keeping;
and. because they can be had at low salaries,
trustees imagine they are doing fine thing in
giving them employment. The successful prl-
mary teacher should be fully conversant with
every branch taught in our common schools,
and be able TO communicate their knowledge in
familiar and natural ways, reducing the subject
to the comprehension of each mind, thus laying
a true foundation and correctly fitting each
stone for the use of subsequent builders. 5.
REPORT OF CoLFAx PUBLIC SCHOOL FOR THE
MONTH ENDING MAY 251H, 1S72-Grammar De-
partment-Number OF boys enrolled, 33; number
of girls, 20; total 62; average daily attendance,
"a; percentage of attendance on average num-
Der belonging 81. The following are the per-
centages obtained at the written examination by
pupils whose names are placed on the Roll Of
Honor.
First Grade, First Division Walter R. Culver,
"a; Charles Egbert Oil j Henry Kneeland, So;
VIM. D Storey, Jr, 81;
Second Division.-Maria G. Allen, 92 Efie
Egbert, 92 Louisa Nickel, 90; Esther Murray,
49, Richard Harris, SS; Ida Graham, SO; Nellie
Kneeland, so.
Second Grade, First Division.-Emna Nickel
92 Elmer Nickell 80; Annie Hanson, 80; Mary
McCarty, Sc; Eva Keck. SO.
Second Division. FRANKIE Kneeland So
Addie Hayford SO, Lizzy Danforth, sc; Ella
Darret, 90, Willie hlcn, OV, W Nllle LoDleI, TO-
Third Divison.-James McCarty, Carrie Doud
Maggie Kneeland Augusta Dunkel.
Primary Department. ALVIN Egbert, Johnny
Leeds, Zillie Hayford, Frank Storey, Lizzie
Keck.
HENRY W. FENToN, rL
Miss TLLIE LoBNFR. Aoa'n'i''
~
ROLL OF HoNoR.-We have received from Mr..
Landes, of Manzanta Grove, the following list