Watertown republican. [volume] (Watertown, Wis.) 1860-1906, 1873-06-25
Hints to Teachers Mud-dams and Spell.
ing Books.
BY JAMES RICHARDSON.

A FEW words with the army of teachers
who read the Christian Union, especially
those whose plans for the spring campaign
do not take into account the outside int1u-
ences of reviving life and activity, save,
perhaps, as disturbing elements likely to
draw the childrens minds away from their
books, and their feet into paths not leading
SChoOl-Ward.
AS winter gives place to spring, the
weather will grow warmer and the sun
shine more inviting, whether the schools
suffer for it or not. The charms Of awaken
ing nature-the springing grass, trees in
blossom, nesting birds, the endless de-
lights of the open air and spring time
sports-will eclipse the doubtful charms
of spelling books and grammars; and in
spite of all the teacher can say to the con-
trary, while the confinement Of the school
room must inevitably grow more and more
irksome as the season advances. What is
there in the school half so inviting as the
little torrent that pours through the hol-
low from the melting snoW-bankS on the
hill, a live little river with unequaled adj
vantages for miniature water-works? Or
as the sheltered nook on the sunny side of
the hill for the more domestic plays of the
girls?
The question in order for teachers to
consider just now is, What are you going
to do? #1AE EEEEE
VIII you renew the annual war with
these seductive distractions and attempt
to carry on your school work in downright
opposition to them?
Or will you adopt them as allies, con-
vert them into school attractions, and
make them help you in the work Of de
veloping and educating the children's fac
ulties of sense and intellect
That some teachers have so far freed
themselves from the trammels of tradition
and textbook routine as to choose the lat
ter course, we are well aware; but we re-
greet to think that their number is extreme
ly small. 1t would take, we fear, very
wide search to find a dozen schools in
which the season could be inferred from
the nature of their work, schools which
make any endeavor to adapt their exer-
cises to what is going on outside the
school-room. leA5 A&
Is your school one Of the dozen? Have
YOU ever tried to enlist the forces and in
fuences of nature, or the playful tenden-
cies of your pupils, to aid them in their
conquest of knowledge? Or do you sim
ply plod along in the traditional round OF
book-teaching, regardless of wind and
weather, and Indifferent to the unceasing
calls which the outer world is making on
the attention of your pupils?
If SO, pray stop moment and consider
the impolicy of your course. You are not
merely opposing the drift Of nature empty
handed, but you are depriving yourself OF
the assistance of what might be your most
helpful allies, and your pupils of the ben
eft Of some of the most efficient means OF
culture
What is the purpose of the education
you are seeking to give? Certainly not
the mere mastery of any line of textbooks
When made-as they too frequently are
both means and end of schooling, books
are hindrance rather than help to edu
catlon. The real end is the development
OF individual power and skill and intelli
gence, and the best means for any stage OF
tnis development are the objects and &C
tlVltles which appeal most forcibly and
closely 70 the proper tastes and appetites
VI llie SUBJECT of cultivation. The mud
Jam winch the boy is interested in may
nc ial more serviceable in educating him
than uie most important of studies which
ne IS NOT interested in; and the true test
OF good teacher is the ability to use these
outside interests in the furthering of the
specific purposes Of the school.
How?
The spirit alone can be indicated the