The weekly register. [volume] (Point Pleasant, Va. [W. Va.]) 1862-1909, 1877-06-07

1II. fI j. 81 W =. M J. - ~ y.
ht fAesfla Nl'qAH
4 Itls Impossible IN abrief essay
"a spellkof tlls 81 ieet, except IN
general ternls 10 e6ne the teach
ofs fhole duty q ~ particular
would be 70 anal hi aanity in ey-
I3 phase ofils The true
s3l1lii of'edQtal eln races meni
tal mon yslc discipline
ll.a ass op powers Of
Pc aQpi IIl. AZ ni to their
ssea 'lit lArle e and in
cls tighthab.
iiill ing sill pre-
laali iai gre and
uf lh ependent q, lliifition oI
4pseiI|l 'sledee "a the praet1cal
CATION q WHICH he. becomes a
ls In society.
here is a philosophy in teaching,
philosophy which relates both to
4 the minds that are being instructed,
aud also to the means through which
instruction is given. With this
4 philosophy, he who aims at perfect
ion In teaching should be thoroughly
acquainted Mind has Its shxed laws;
its distinguishing traits to be accom-
modated; Its regular answers through
which it must be reached. And here
1T may be important to remark that
every intellectual power bears direct
ly or indirectly upon the reasoning
process, and hence the whole depart
ment of intellect is frequently call
ed reason, and allmethods OF instruct
ion should be addressed to the under
standing. 1t has been found 6y a
rigid and metaphysical analysis OF
mental phenomena that reason does
not exist as a separate and ultimate
faculty. Several distinct powers OF
the mind are concerned in the reas-
oning process, all Of which must be
respected in any attempt to convey
knowledge and adapt it to the reason
Of pupils. Association, comparison,
abstraction and judgment, all per-
form important parts in every such
effort.
Whenever proposition requiring
proof is suggested to the mind assocl-
alton at oncecollects an array of facts
and arguments. Comparison is i'm
mediately instituted, relationship
'I-dctermined. Kindred reasons alb
stracted from the mass collected by
association and the judgment deter
mined the conclusion sitting as final
umpire over the whole process. Com
parison must always be operative.
1t must form the basis of the pupils
judgment in regard to any new ideas
which may be- taught. Hence. The
teacher should study the character'of
those who may be placed under his
charge. He should understand the
mental capacity of each pupil and
thoroughly acquaint himself with all
the peculiar means OF adapting his
instruction to the comprehension OF
those for whose Improvement he IS
laboring. 1t is his duty to transform
boys and girls into men and women.
10 work the rudlmehtal lhto the OF
namental. Not to improve upon,
but to develop nature.
Society and civilization looks to
the teacher as TO a guldingstar. The
maintenance and steady advance
ment of all moral and social lnstltq-
tions depend upon has efforts, lie
gives color to our polical existence,
in the legislative, in the Judicial, in
the executive department, and espe-
cially in the ministerial duties of
public men and officials. The teach
ers influence is sincalculable. There
fore, it is his duty to mould into
shape and dress and polish the ma
tive mental talent of the nation
To seek for pearls in the deep lab.
ryths of ignorance and superstition,
and bring them up to the light of
day. He must be brave. He must
fight presumptious hosts of fanatics
who scornfully repudiate improved
methods of instruction and swear at
educational reform. He must boldly
contend against the unreasonable
claims of vitiated human nature and