The Kenosha telegraph. [volume] (Kenosha, Wis.) 1860-1888, 1877-02-15
3B61)r8 JG )rooD6yG.
TEACHERS AND BOOKS.

"The teacher who expects to become
eminent, will be thoroughly versed in
works of professional character. In
each of the other learned professions
there are books detailing the theory
and the practice Of the art, and the
young man who desires to enter either
Of them must become proficient in the
principles upon which it is based.
This should be expected Of the teacher.
The bare acquaintance with the several
sciences should not constitute the
maximum of his knowledge. He should
in addition to this be familiar with
professional books particularly devoted
to the practice Of his calling. His
success mainly depends upon the con-
ception reforms Of the duties which
his position brings with it. If he has
no precOnCeiYed plans and purposes,
then he will have none to execute when
he reaches the School-roon, except such
as are drawn forth by the emergency
and must be adopted or rejected with
out meditation. Those methods Of
governing and interesting scholars,
which the best instructors have employ
ed are unknown to him, and he must
follow ON the old, beaten track which
those who taught him employed. But
if his mind be thoroughly imbued with
the true spirit of teaching, il he has
acquainted himself with the opinions
of those who have thought and written
on this science his plans can be formed
upon a basis Of knowledge and mature
deliberations He has the theory of his
profession, and he can weigh the value
of different methods, and adopt or
reject according to his faith in them.
He will have at his command the
experience Of those who have had
lifelong acquaintance with it's duties.
His mind will be rendered fruitful in
expedients for managing school, for
cOnquering the stubborn for winning
back the disobedient to filial respect
and submission, for arousipg the ind0-
lent to a sense Of their shame, for
quickening the powers of the dull and
unthinking, and for animating all with
a spirit Of enquiry. lie learns instead
of the duh routine Of enforcing lessons
at the point Of the rod, to substitute
the waking up process" He expert
enCes the most grateful reward of his
labOrs which q teacher can know, that
Of seeing his pupils love to learn, and
delight most Of all to be about him
70 this end he should also have the
leading educational periodicals, and
thus familiarize himself with the
improvements which are being made
and those methods which are practiced
by our most distinguished educators
He should, in word, acquaint himself
with the best thoughts which the
world has produced upon the subject,
and thus keep even with the times"
These words of one of the prominent
educators Of the country cannot be too
strongly emphasized. IF those who
wish to teach and those who are engag-
ell in teaching will only read and study
there is hope for them. There is a
probability that they will become
perennial fountains from which will
flow living streams of knowledge
But, on the other had, if the teacher
does not read, if he rests satisfied with
present attainments he soon becomes
stere0typed, settles down into dull
routine Of mechanical work which is
as unfruitful as the effort to pump
water from dry we'll Teachers of
the county, avail yourselves of the
advantages which your own library
offers, patronize it, and make it a
meansfor advancing your own interests
and the interests of those intrusted to
your care. -r.
SCHOOL EXHIBITIONS.
AS the time draws mean. fo1, thn close