Saint Mary's beacon. [volume] (Leonard Town, Md.) 1867-1983, 1875-05-06

AOSAblhS ACcHOHh buOulu uOb DC HOW ell
dured. 1t ia becoming as insupporta-
bly, oppressive upon the active mind Of
the pupil as it is disagreeable to the
teacher and the school; ard if such in
structions are allowed to continue, the
period viii soon arrive when the pupils
themselvesswill repel it with indigna-
ton. To succeed in imparting instruc-
ton to the elastic and buoyant mind of
youth, and in expanding and strength
ening his mental powers, requires an
active, stirring intellect in the teacher,
such as can never admit Of the UNMARRIED
dullness Of the old rote system or tread
mill practice. We must make progress
ourselves if we would produce it in our
pupils; and in order to make progress
we must study the art Of teaching, and
apply our acquisitions in the continual
improvements that may be induced by
our experience. To say that the teach
er Of youth has reached the highest
point Of his own improvement is equiv
alent to the assertion that he is no long
er fit for the business of his profession.
The teacher that expects TO inspire
his pupils with zeal and energy in the
pursuit of knowledge must necessarily
possess those qualities himself He
must make daily advances in the knowl-
edge that he is expected to communicate
TO them. There is no other way by which
he may perpetuate the life and activity Of
his school room in its proportionate pro-
gress with the intelligence of the world
without. The advancing sciences in
their practical development, and the
uses to which they are applied, are le-
climate subjects for school room con-
yersation; and exercises of this kind q
think should be continued daily and in
connection with the ordinary Rotations.
In such conversation the teacher should
lead off, and encourage the thought of
the pupil upon the subjects of his COM
munications. In uninterrupted apph-
cation to the studies of the text books,
there is but little encouragement for
original Independent thinking on the
part Of either teacher orpupil; and that
neither should be interested in the en-
ploymeut is not surprising. But let
the living progress of life's activity in
the discoveries Of the age and their ap-
plication, and in their comparison with
those Of past ages be introduced as sub
jocts Of school pursuit, and while the
exercises will be found profitable in
themselves, they will be quite as effsc-
tive in enlivening the studies Of the
books, and exhibiting their connection
with practical life.
In almost every part of the civilized
world efforts are now in progress for
the elevation Of the standard Of school
instruction, and of directing the studies
Of the schools into the channels Of
thought, as they are connected with the
various pursuits and purposes and du-
ties of humanity. Such is evidently the
proper direction into which the impro-
wing intellect Of youth should be turned.
1t is, in fact, the only true method Of
drawing out the faculties Of the learner,
and explaining them in their continued
drafts upon the stores Of knowledge
that nature is continually unfolding,
and man is appropriating to the various
uses for which it is designed.
We teachers are now studying our
profession, or, in other words, we are
endeayoring to become better qualified
in the art Of teaching, and endeavoring
to adapt our labors more closely TO the
object in view-that Of securing the pu-
Pills progress, and Of adding TO the
stock of intelligence possessed by the
common mind. In the accomplishment
of this important work every teacher, ]
think, ought to have something to con-
tribute, and opportunities of making
contributions ought to be sought out
Every teacher has some ideas which
may not be possessed by others; and
in the straits in which he may have
been placed, and the erpedients he may
have used to obtain relief, his expert
ence may be rendered not only pleas
ing to relate but profitable to hear. Nor
can any intelligent mind use its powers
in communicating its acquisitions to
others without being itself improved
by the effort. This is one Of the adj
vantages the mind possesses in its own
activity, which must be greatly increased
in It's intercourse with others, whether
of like or of inferior capabilities II is
not the most elevated and powerful in
tellect that is always most usefnl in its
efforts to impart knowledge. An infe-
rior mind, well stored with the knowl-
edge of experience, and with the power
of using it, may contribute much more
to the common stock Of knowledge than
one better learned and more profound
in its scientific researches. 1t is only the
man Of more learning, who is able to
use his knowledge in the same manner,
that may alone be regarded as better
teacher.
1t is well known to teachers that but
small proportion Of the lessons Of
their pupils are understood by them,
and that there is q very considerable
space between the subject of the text
book and the feeble mind Of the pupil,
which, without an intercedent, is never
occupied. Ii the teacher does not be-
come the intercedent and operate in
his mediation between the textbook
| and the mind into which it is intended
that its substance shall be instilled,
&c 4ba In ba, &c gl,,J,, all -