The Kenosha telegraph. [volume] (Kenosha, Wis.) 1860-1888, 1875-05-20
ADVICE TO TEACHERS.

BY HON. j. A. GARFIELD, NJ. G, OF OHIO.
The feature Of education that shall
discuss, aud which may seem strange to
many OF you, is the power and influence
of the teacher over the scholar. Were |
to begin my education again. with the
privilege Of choosing between two
classes of education, one consisting off
magnificent building IN which were
stoical professors, numherless books, a
SYSTEMATIC but lifeiess routine of study;
tho other q shanty, ia which Is s. noble
minded man Of large soul and genera
Gus, warm nature, / would say give me
the latter. 1t is the words and actions
of men and women that educate, more
than textbooks. Y Gu may write down
all the teachers wto fail, and then
examine into the cause Of the failure, and
you will find that it is not from lack of
book knowledgeor a knowledge ofstudy-
ing out lesson but, o lack of human
nature. Ia order to be successful teacher
you must learn to read character and
understand human nature The trouble is,
teachers are chiefly concerned in studying
books and not knowing the scholars to be
taught; are only studying how 60 use the
tools, TO tho neglect Of the important
qualifications Of knowing the material
upon which they are to work.
lbeileVe here is no profession in which
there is so much danger ola shriveling up
in intellect and powers as that of teaching.
assign & S q cause, the fact that teachers
are too apt to imagine that they have
learned all that is necessary for them to
know. They realize t hat they ale little
IN advance, in studies, OF those around
them, and make little or no effort to de-
velop tho mind. They have rea6 he'd the
maximum Of their education, and are
looking down upon the scholars around
them. They are lords ola few books and
soon become lords of nothing else. I
would say TO all such, study the volume
nf nature that lies open before you, and
Try to solve its mysteries. Learn to think
and impart knowledge without the
aid Of books. More lpraLticability ard
originality is what yda want.
| urge you to secure the warm friend
ship OF your scholars Learn all the
leading events in the life of each that
would be likely to effect their nature,
and give them to feel that you are in
sympathy with them.l In my Judgment
these are things that should be studied
far more than they are. would suggest
this as method of testing teachers:
Let me see your rdli. Reading tie
names, one after another, would inquire
what Kind Of boy Isl that? What kind
of girl is that? andi not alone how far
have you gone in geography, arithmetic
etc. Your first duly is to learn the pei
culiariLies Of each scholar, gain their
affection and confidence, and the work of
educating them becomes pleasant ard
easy. According to my theory, blind
mai could not be gbod teacher. The
teacher mast watch the face of bis scholar
and mark, through tie expression of the
eye and countenance, how they are
affected by what you say Work more
upon the student and less in books.
Another fault is this: Some teachers
take delight IN nluddling scholar. For
instance, have seen an earnest scholar
at the blackboard. He is, by close atten-
ton and study, wor king Dis way up
through an intricate problem in mathe-
MATES. His lace is aglow with the
thought that he will soon be master Of
the problem. But just as his hope is
about to be realized, the teacher9purpose-
ly throws ine ONE question that muddles
his thoughts. His eye elszes his
ambition leaves him, land he falls back
to where he began, discouraged. Such
a teacher as that ought to be knoc ked
down.
Teachers ars apt to place too much i'm
-portarce on dignity! Remember you
can net put ON dignity 50 as to deceive
even little child You are liable 10
make mistakes, and there may arise
questions you canno6I answer. In such
cases always be free tb acknowledge the
fact. To know tnd best method Of
getting the lesson in.b the minds of.the
scholars is of more Importance than a.
knowledge Of how to prepare the lesson.
After you have learned thing you have
greater work to lea I'm how TO impart
that knowledge to oti ers.
o