The Kenosha telegraph. [volume] (Kenosha, Wis.) 1860-1888, 1875-01-14

blood Of murdered innocents" clings to the
teachers skirts. Vigorous exercise is dali,
ncuicate11. Recreation and work are both
made sacred duties. Play and study arc
felt to be alike essential, and alike am nable
to phyrical law. so teacher and pupil
endeavor to get out of this study. not dry
lists Of dry bones, but strong, healthy bod.
les for life's work.
Taught thus in every study, by precept
and by example, by the very air of the
schoo-room, that keeping quiet* and learn
ing lesson is not the end, not the thing to
be striven for on It's own account, but only
the stepping to be taken, certainly and sure.
ly, in order to go forward TO something else
and better, the pupils are prepared to be
taught that these very studies, all the disci
pike Of school. is only the means to broad
er, grander result--the cultivation of the
powers of the mind. Gradually they may
be led to perceive that books are the tools.
and school the workshop that, after all,
the grand question is not how much Chems
try, Philosophy, Latin, Algebra they may
know when they leave school, but how
much self-control they have acquired, how
much strength of body and soul they possess.
how much ability they have to resist tempt
ton, how readily they can use their powers
of mind, how polite, how quick, how apt,
how shrewd, how logical, how careful, how
intelligent, how faithful, how devoted, how
noble they are ! In fine, what elements of
success they have and can use. Blessed day
when the great truth dawns on their minds
Like revelation from heaven, hat while
they are pursuing the daily routine of duty
they are gaming something infMitively
more valuable than all taey are struggling
for 80 diligently ; that habits are oeing
formed, forces trained, principles established
morals cultivated, modes of action anc
hought taken upon, that will abide with
them when, In the rush Of real life, school
duties are swept by the board, and oil but
the barest recollection of school forgotten.
It Is great thing when q teacher learns
that the lessons he teaches may make no
permanent impression, that the knowledg.
no imp"rts his pupils may fail to recall when
the occasion arrives for its use ). but the spir.
It he exercises, the motives which impel
him. the truths which inspire him, the infu-
ence he exerts, the atmosphere which en-
sarouds him, the climate, as it were, of his
'chool-room, the spiritual development his
pupils make, these abide forever.
1t is great thing when pupil comee.
20 realize this grand idea Of soul-growth.
Sehool-life has fresh significance when he
lrds 1t is evidently preparing him for reals
lfe He forms new habit of thought. He
10 longer satisfied with present appearaar
'es. tie learns TO scan everything. to see
1T leads. He occupies an outlook
whence he surveys not the sources Of streams.
'ut their devious windings and the seas into
which they empty. The value of such g
endency OF mird even cannot be oyereah.
mated. 1t is the essences-o all fore ShoueAt
III deilbefation. Aye, more, it contains the
germ Of the Christian life itself.
J. D. STEELE, EEnira, ". Fl
The surest way to secure order in school
g to teach the children that they shonIo
abstain from whispering, making noise
passing notes. etc., not because these things
IRE wrong in themselves, but because tbey
lindec She work of the school, attract etten-
lion, take up time, and prevent s,udy.
IN Other words, to teach the child to aetsct
omeshlng In the act beyond the thing. itself
- to, see its end.