The Redwood gazette. [volume] (Redwood Falls, Minn.) 1873-1940, 1877-02-15
Journalism and Machine Teaching.

We think the following as appropriate
to parents teaching in their own houses as
to teachers in the school.roo
II is necessary to have form and system,
especially when the teachers are few and
the pupils are many. 1t may be neces-
sary to call classes and dismiss schools
with military exactness, or to point out
errors as with the finger of fate, or to note
misdemeanors with the exactness of the
recording angel; but when routine is 50
marked as to hide want of earnestness
or preparation on the part of the teacher,
and to tend towards examining and mem.
orizing on the part of the pupils, it very
largely abridges the benefits of school
work.
Such teaching has this charm about it
it is easy for those who are constitution
ally lazy. Pupils often deceive them
selves by their parrot-like recitations, sup
posing they are really thinking.
Like the bat Of the Indian brakes.
Whose pi, ions fan the wounds she makes
And soothing thus the drean,er's pain,
She drinks the life-blood nom the vein.
Boswell says Of johnson: "His superi.
GRITTY over other learned men consisted in
what may be called the art of thinking,
the art of using his mind; . certain con.
tinued power Of selling the useful sub
stance of all that he knows. and exhibit
ing it in q clear and forcible manner. !"
To be thoughtful is one thing, to teach
others to think is different and difficult.
But let the teacher 90 back in his own
mind and analyze, step by step, the proc
ess which led to his own success, and let
him study, and understand and sympa-
thize with his pupils; and let him come
before his pupils fresh from the study of
the subject, and it will be almost impos-
sible to have dull recitation. The At
tention and curiosity must first be aroused,
end must not be allowed to flag.
When the wind was oppoftune kite
was flown across the Niagara, to the
slender cord larger was attached and
drawn over. To this rope was fastened,
and to it q cable, and these drawn across
until q foundation was secured upon
which rests the miracle Of architecture,
the bridge across the Niagara. The frag-
lie kite-string was an Insignificant begin
ming for such structure. 30 It il with
discriminating attention. 1t is not the
end of mental growth, but It Is that which
makes growth possible.
During the training of the ten thousand
singers and players In the Boston Jubilee,
few years ago, when everything seemed
to the common ear to be perfect, during
one of their grand choruses, their accom-.
plished leader, Strauss, demanded halt
Edging his way to the right and to the
left through the packed Ministries until he
reached certain point, whispered in the
ear of one of the performers that he had
played certain note in E fiat when Il
should have been f.
Resuming his placc a. directors, he gave
the signal to rebegin the chorus. Tha,
was m example Of trained ear and IN
attentive mind.
The teacher should often assume the ct
titude of doubter, and demand proof,
for the statements and conclusions Of thu
learner. Instead IF propping him ur
with crutches or tying him to the timbers
he should be pushed of. Nor should III,
hand of rescue be extended until it /,
evident the fryer would sink without It.
Birds, when teaching their young L
fly, push them from the neat, and Civ,
them Dombey's advice to his wife, "mak.
! an effort. The Common School,