The Kenosha telegraph. [volume] (Kenosha, Wis.) 1860-1888, 1875-12-23
educational.
ID. HI. FLETT, Editor
The Ends of Teaching.

the object we would seek in our
teaching. A person can only sue
cossfully teach what he knows.
This truth is so manifest that we are
lin danger Of thinking tdat teaching
is merely the communication OF so
much knowledge. There are many
things which tend to foster this idea.
The present system of examination
and grading (good in themselves
conduce directly to this belief. The
person who holds a certificate con-
siders himself, and is considered by
others, as possessing the requisite.
amounnt of instruction, and there
fore competent to instruct. Moth
/ ing can be more fallacious. The
possession of information sufficient
to secure certificate is not the only
requirement for lnstructlng others.
knowledge Of grammar, geography,
history and arithmetic does not con-
stitute any one professional edu-
Gator. It is not always the person
who knows most that is the best
instructor. Book-knowledge is need
ful, but natural ability to teach an d
careful observation, are still more
needful. By his failures, as well as
by his successes, must the young
teacher learn experience. DR.. Ar
mold has.well said, 81 prefer activity
of mind and an interest in the work
to high scholarship, for the one may
be acquired far more easily than the
other"
But the imparting of information
is not the sole end of teaching. If
the school is noisy, rude, and disor-
derby the teacher is justly called up
on to answer at the bar Of public
opinion, and the verdict of inefficient
is at once pronounced. People
rightly expect something more than
knowledge as the res ult of school
attendance. The teachers most
responsible duty is to exercise strict
supervision over the conduct and
department of his pupils. 1t is true
that home training is often very de-
fcient or even vicious, but this fact
| by no means lessons the teachers
duty but renders it more imperative.
The combination Of such supervision
with instruction is the greatest SER
vice which the teacher can render
to the state or the individual.
Socrates and Plato sought the
good Of the state in the goodness
of her citizens. In this we can see
the root-idea, grandly developed IN
christian civilization, that upright
ness of character is the great end of
life. The teacher performs truly
noble work when he lays in the
minds Of his pupils the foundation of
a sound moral character by teach
ing them to love virtue and hate
vice to fight bravely against temp
tatlon and exercise self-control /: to
overcome all obstacles and manfully
to follow the path ofrectitude in the
midst Of difficulties. Trufhfulness,
honesty and self-denial are as necess-
airy in the school room as in the
affairs of every day life. Nor are
these to be secured by more force Of
authority but by their recognized
Igoodness, if they are to act as con
trolling principles. The aim should
be to SO hahituate pupils to self-con-
troll that they may be prep Ared wise
II to direct their own conduct when
all the restraints and counsels of
home and school are withdrawn.
i The complaint is often made by
those opposed to our common school
system, that the schools are fast
becoming immoral. IF this IS true,
then have they a good excuse for
their opposition, and for establishing
private schools. Many of these peo-