The Kenosha telegraph. [volume] (Kenosha, Wis.) 1860-1888, 1875-01-14
Teaching VS.. Keeping
School,"

questions and hear answers. The simple
lmpsrting of instruction n the several text
books used in school constitutes but small,
and that the lowest part, of teachers
work. He who thinks his duty done when
his pupils have learned and rected their
lessons, has not glimmering OF the solemn
obligations, or rather, the lofty privileges,
which are his. As one eats, not merely to
put beef, bread, butter, ard pie into his sys-
tenn, but beyogd that and all conseuusu1
qualification Of the palate, to gain blood
flesh, muscle, strength, power for work
so every student should nnd IN his daily les
sons something broader and deeper than the
mere task required, or the restrictions i'm
posed. The true teacher, with his far-seeing
eye and broad sweep of thought, detects she
hidden meaning, Derceives The on-eomng
result OF what is done in school, and lifts
his labor and aim up to It's lie Ell Let me
illustrate this somewhat at length, but very
practically:
!. lie teaches Arithn,etic. His pupils solve
the problem of the lesson after the usual
manner. There Is thiE difference, however
they are never allowed to imagine that the
principal object ia merely to do the sums'
and get the answers in the book. They
know that the examples are fictitious, and
OF NO real value while the answers are of no
practical importance, right o. wrong But.
in solving the one and finding tie other,
they expect to acquire familiarity with the
general principle under consideration, and
its diverse applications to practical Life.
When they come to class, they know they
will DO judged by their ability to detect
the point at issue In similar problems. 70
apply the true method, and obtain the result
accurately and promptly. They are con-
stantlY taught that the object O: arithneti-
cal study Is to become ready in the applica-
tion Of its principles, fertile in expedisnts
and Shortcuts" quick In the use of figures
and, above all to acquire confidence in the
operation Of ones own mind, so that he NAV
be sure Of his method of reasoning and ofthe
ultimate aim should be not merely to learn
lesson, bat by learning it and applying it,
to become good, practical, independent
arithmetician, ready to grapple with the
numerous questions which will arise in do
nestle life and in business W here the exam.
pies are not arranged under proper ruIss
with the correct answers attached
2. He teaches Grammar. It is not enough
to him that his pupils master the rules and
definitions of that perplexing subject that
they fearn 20 detail the precise shade of
difference between a pronominaI adjective
and an adjective pronoun, net even that
they analyze, and diagram, and parse the
most puzzlng sentences aad correct the
most difficult examples of False Syntax.
Heulled from tbs best authors" He believes
shat they may do all this, and yet not atLain
the object of Grammatical study. He III
derstauds English Grammar to be "the art
of speaking and 1rritimg the English language
correctly" So he looks upon all the
drill ofrules and defaitions as only the
means of perfecting his pupils in the use of
the results Of his teaching largely by the
accuracy of their conversation and compo-
sltion. One of his pupils learn a Grammati.
cal principle, and lie develops 1t at once
in the construction of sentences he commits
a definition and applies 1t immediately tc
his own speech and thas Of his fellows
he acquires rule Of Syntax and forthwith
begins to correct his own blunders anC
detect those Of others. While, then, thu
teacher does not neglect the technical train
| ing OF his class, he bends all his strength and
makes all the daily study subsidiary, not tx
the mere getting of the lesson, but to tb,
real object Of this branch, viz, the use 0
language. His pupils never make the mis-
take Of confonnding the means with the end
and imagining themselves grammar an
while they express even their grammatical
knowledge in ungrammaticlal sentences.
g. lie teaches Phystology This study h.
believes to be designed to promote the Y,hv
: seal and mental health of his pupils. Tn,
Chief object Is not. therefore, to name en-,
number the Bones, to get the precise locatIo,
OF all the muscles, or to glibly recite Ion,
: and learned words rarely used even by phv
Siclans themselves. Such knowledge b
: considers barren of good, and to easily for
. gotten. His pupils, indoctrinated wit
! these views, will not learn less on on Res
, piration while sitting with their shoulder
thnrst forward and their backs rounded on
OF all symmetry and shape, nor will the
be required to recite in room the air c
which contains more than it's normal an
! hcalthful proportion of carbonic acid
They are never allowed to study until thei
! brains are benumbed and listless with ez
cesslve toll, nor to strain their muscles b
foolish feats ofstrength, and SO weaken min
and body at the very heOinino, IF l;ro nj