The Jackson standard. [volume] (Jackson C.H., Ohio) 1847-1888, 1874-02-12
JACKSON c. H, OHIO, THURSDAY FEBRUARY r. 1874.

and rest our pupils from study, to which
they return with renewed energy. Occa-
sionally, when our schools seem turbu-
lent, or the attention tagging, relating
| some anecdote containing lesson which
we wish to teach, or, relating an incident
having bearing on the lesson we are
attempting to teach, will better reclaim
the attention of our schools or classes,
than any boisterous or harsh means at
our command.
Another fault, is, That many teachers
make no effort to maoldthe habits Of their pupils
The teacher should not lose sight of the
fact, that his pupils are forming habits of
some kind, which are likely to cling to
them through life; and that it is the
duty of the teacher, as far as possible, to
mold these habits; and that it is better
that our youth leave school, with rather
an imperfect knowledge of Arithmetic,
Geography, and English Grammar, and
have good habits, well fixed in them,
than to have better knowledge of these
branches of study, accompanied by loose
or bad habits. The teacher should aim
to make industrious citizens of his pupils,
by cultivating industrious habits at
school. He should aim to make them
orderly and law-abiding citizens, by teach
ing them to be orderly and obedient at
school. Habits of order, neatness, and
economy should be cultivated, by requir-
ing pupils to keep their books and desks
in good order, to be cleanly in their per-
son, and not unnecessarily injure books
clothing, or school furniture The use of
slang phrases, provincial barbarisms, or
department unbecoming gentleman or
lady, should be discouraged and good
manners carefully cultivated. The use
of fohaooo in OI1r schools Shon1H ha nrO-
hibited partly as matter of cleanliness,
but mainly to prevent the acquisition of
the habit, by those pupils, as yet free
from it. In the endeavor to mold the
habits of pupils, the teacher should teach
by example, as well as by precept; and
he will be much more successful in incul-
eating good principles and habits if he
furnishes, in himself, living example of
his precepts; and often his example will
teach, when his precepts are forgotten.
Another fault in many schools, is,
Want Of moral and religious instruction.
While our schools should be free from
sectarianism, good morals, our accounta-
bleness to the Supreme Intelligence. and
the fundamental principles of our Chris
tianity, should be carefully inculcated
But, perhaps, some teacher suggests, that
we are aiming at higher degree of ex-
cellence in our pupils, than we can OBJ
tain; this is probably true in most cases,
but it is an old maxim, that, HE who
aims at the sun, will not reach it; but his
arrow will fly higher. than it would, had
he aimed at lower object" So, if we,
as teachers, fail, in most instances, to
secure the high degree of excellence we
desire in our pupils, we will secure a
higher degree, than we would, had we
aimed at lower standard. AS most of
the faults in our schools are traced to the
incompetency of teachers, so, if our corps
of teachers can be made more efficient,
our schools will attain to higher degree
of excellence. We have few teachers,
whose knowledge, outside of the text
books from which they are teaching, is
too limited for them to become successful
teachers. They read little on any sub
ject, less on subjects connected with
teaching; they do not attend Institutes,
nor endeavor to ascertain the better
methods of conducting a school, or the
more successful means of communicating
instruction. There are many teachers
who do not intend to teach for more
than one, two, or 4hree terms; such
teachers usually bring no zeal to the
work, and though they may have schol-
arly attainments, they seldom become
good teachers. In the other professions,
other conditions being equal, we expect
more ability in those who have had some
experience in the duties of their pro-
fessions. If, this rule holds good in the
profession of teaching, we should have
more efficient corps of teachers, if, as
body, they followed the business for
greater length of time. If our teachers,
when they enter upon their duties. ex-
pect to remain teachers for several years,
they will be likely to bring to their la
bors higher degree of qualifications
they will take more interest in the work;
they will take advantage of all the means
offered for their improvement and try to
profit by their own experience, and that
it is not to be expected, that teachers
will continue to teach for years, when
the same qualifications readily find more
permanent and remunerative employ
ment. But may we not hope, that the
interest in education, will pro-
vide, at least, a partial remedy for this
defect.
Another fault, for which the teacher is
not responsible, is, Il too frequent change of
teachers If, instead of changing teachers |
every year, as a majority of our districts |
do, the same teacher could be retained /
for several successive terms, the district |
would receive the benefit of his expert |
ence in that particular school; there |
would be less useless changing of text |
books, and more system in the course of
study in our schools. But, we know, that, |
in the past few years, our schools and |
teachers have much improved; and may
we not hope, that with increasing advan-
tages and incentives, they will continue |
to improve, until the defects enumerated, |
and many not enumerated, will, in |
great measure, have passed away; and
our public schools, aided by proper legis-
lation, will furnish every child with the |
rudiments of an education, and assist |
in properly training him for the duties |
and privileges of citizenship in our great |
From the chronological Journal.l
Good Rehavinr