The Manitowoc pilot. [volume] (Manitowoc, Wis.) 1859-1932, 1874-11-26

for macy Of the teachers concerned cannot
attend a school where their f.ul,s might be
corrected, and souse Of them 6nd il equally
Impossible 10 attend Institutes. Only time
can bring about The needed. change, and in
several cases imsra.esest ss-t be wrought
BY substitution. Valuable time i, wasted
in some u osr mixed sshosis IN the study
Of eertsh diYIsiuns Of dis ssbject wh en-
tea thers. are, not qualified to prese,t nor
pupils prepared In Investigate. Amocg
them are professions, pernut ati.in, and
meEsuration, the dis03ssicD Of which belongs
to the higher mathematics and shoulI be
until pupils have more exte, 70
kno~iedEr than can be ue-
quired by stu lying arithmetic. Problems
of this nature are too frequently solved by
rote and res sats obtained by bIindIy follow
ing rules. The rules soon fade from the
anu year after the pupik have
left schod not s vessige Of benefit remains
from ~has they did in these division..
The :reat-sens Of proportion and evolution
is often. wretch-d in the extreme the
teacher who discusses them without an ac-
quaia.an &c with Algebra j. in danger of de-
se rd.ng t. carrotry. The study o elemen =
airy rig. bra ought 10 precrde much that il
included - arithmetic. Higher arithmetic
ought to be excluded frnm mlny schools in
whici, 1t is DOW STABILITY taught, and it,
prohibition in certain cases would be "A
SOLITARY exercise Of the power which the
iaw epufers on school boards. One
,f al
it, the teacher is confouuded bv its
and the TING wS,sh he
ought 10 devote To the arrangement II
other class exercises Is spent IN irving e.
unrasei rhe n,y1ieri-s of si,is maze ChI!-
dr' whom ths teacher is competent To aid
are neglected, reeiiatons are epi. ess and
urpr sd sI i've, AID We whole school saff sr,
in consequence Of the ni>dirccted ambi-
ton Of IA very small fraction VI i, NELL
bers.
GramUar Is mol accorded that o, omi.
hence in all the schools to which It is en-
titled in many Of them il Is not taught at
all. Efforts rss,ie y She teacher " in,io.
duce it are resisted by parents v ~ has. no
s-acerson Of ,ss s.ope and therefore regard
II OF ht,l' moment; VI, when this opposi
ton Zoe, not exist, u CONSCIOUSNESS OF self
dehcier q makes the teacher Indifferent OF
hostile to she subject and is is decided IN
judlcious TO prsSs the matter Without
the will the way is seldom fvunn 1t n,ust
be conceded that there are schools into
which wc-,N he worse shaD useless to
Introduce grammar ut present neither
can Il be denied that its omission from the
list u s,niles IN other schools i, a great
wrong to the ptpIIs third proposition as
clearly ScnNrstrabie as either IF the tw
preceding ones =, III It son,e ,ea obers render
IT n Jeiusion and = ssare to rheu scholars.
The elements Of srSunt,s.r nsay BIZ IMPAIRED
without making the purchase u sext- book s
the initial step. Exercises, both oyaI and
written, whlcb lead to an unierstap isnx of
the parts of speech, to Re CONSTRUCTION o!
ca " sentences, and 10 short e.sa ~ SoIIow ed
by c, tiC. IN can be conducted without book.
if the leach II is well yersed IN the brancn,
has some apt ude 10 simplifying. conLeps
ing, and txbulA reg. and bias time each day
10 prepare an out. DC for the following DAY.
1T other duties sre pressing, thee out Dcs
may be presente, Two Or three times a
week. .-. ....
Some knowledge Of the great events Of
general history and of 3 t, " standard works
IN other department, Of lite. -aturc mny Dot
be indispensable to the succ, s. of every
teacher but it will always make th> lnstruc-
ton which he gives more liberal aud il 'trac-
tive. Advanced pupils should be STINT Il
ted to some measure Of literary culture be-
yUnd that 10 he derived fran sciiooi-books
they should be warned against the pcrnl-
cIous Influence Of certain periodical and
other publications that may prove no less
fascinating than Destructive to them they
should he told Ehut to read ami ho,p Ia
read. 10 90 th.sis dufy of both tcach.r
and parent; Cf the former no less than the
latter. But one can hardly cultivate in
hence, the teacher should be ~ wcll-r, ad
rs circumstances allow. In recruit ex-
animation at whirh about thirty applicants
were present, l WAS assisted by gcntle-
uan who took charge of tie exercise in
reading. lie conli obtain no information
OF Shakespeare or lis writings from several
whom he questioned one l,runouu ced
blank verse, prosr AID the distinctions
btt"een prose ami po try were obscurrly
stated. Ga Subsequent occasion scachrr.
stated that they had heard of Scott, and
of .hs Lady OF the LIKE, bat not of the
Wareriy .Norefs did Tot think SIR Walter
Scot wrote them thought that General
Scott, who Was an EnglShman and fou .ht
in the war of the Revolution, vas the
author Of the productions naIneI. Another
applicant had read Dickens and was dis
posed To assign him high rank IA II poet ;
believed that his fame rested chiefly on bis
poetry and doubted shat he had written 10
my great extent in prose: knew he had
read several poems written by Dickens, bu,
MAS unable to give the uame or character
o! any Dearih Of literary information is
no repruach t. young teachers who have
had neither lime nor opportunity for sucn
research, and feel the necessity of bending
every effort to the study Of those branches
IN which the law requires that they shall
be examL ed and to the pre- paratipn imper-
atlvely demanded by the duties Of the school
room; but they should labor to supply this
as well IA other wants.
Ripe scholarship finds higher planes and
richer rewards for the exercise Of its
powers than country school affords; and
those who labor faithfully III The luwlier
PLACES are eotitled to the respect which
honest purpose and diligent endeavor never
fail to win, notwithstanding their achieve
ments IN the past seem small in compar-
son with the d;fhcd tics to be surmounted
!" the future. There is no hope, as tt ere
can be TO sympathy, for the teacher who is
aware OF hls ineompetenCy ard does nothing
10 remove it; but reasons that the amplitude
OF demand and the inadequacy of supply will
him in place which he fills only as
matter occupies srace. His removal does
not shake his self compiacency any more
than Its imnnence rouses him to exertion
Blu, industry and capacity compel room and
recognition, end the tencher endowed with
these qualities ard keeping them steadily
IN action need not despair however limited
his present attainments may be. Severa,
tenchcrs whose names az pear in this article
have tested The foregoing statement, veri-
lied It's truth, and follo~sd its spirit; the
Distinction which they have non Is honor
able and merItedj and their continued Efforts
will be rewarded by greater excellence and
hiyh,r station.
The follow ing su.g- stious are offered to
teaciiers
a. A teacher should own as lelst-(a) J
onc Or more good text booKs on each subject
named IN his certificate, including theory
and practice OF teaching; @ IA few text
books IN Nor advanced suhjects which he
intends TO pur,I. in the near future; and
lc } some standard works on general Liog
/.