The Emporia news. [volume] (Emporia, Kan.) 1859-1881, 1877-07-06
rather doubling a. to the prOpriety of his

rather doub;ing as to the propriety of his
appointing them.
Mr. A. VanEman, {2) LeaYenworth,
Mrs. a. r. Morse Emporia. Miss Hattie
Fisher, Labette Co., hIr. f. Philbrook,
Blue Rapids, and Mr. Jos. Mccoy, OF Ma
ron County, constituted the committee.
After some discussion the whole matter
was tabled.
A Chorus, 1.-The roll Of the Drum,'' WAS
sung, after which the Association took =
general comical "spat," Prof. Raymond
rather getting the worst of 1t. While
Chancellor Marvin was getting ready,
Misses Murdoch and PEBBLES entertained
the audience with Duet. At about nine,
the Chancellor took the rostrum and an
nounced that, owing TO his present condi-
ton, nearly ali Of the first and last parts
OF his address must necessarily be omit
ted. SO that he would be able to give
only the "body" OF IL. his subject. HtFaith
as an Element in 1mparting and Receiving
knowledge" led him somewhat into the
regions of the metaphy steal. Into discus
sion concerning the different faculties and
attributes of the mind IN Ide use OF in tine
requirement OF positive knowledge, an1
whether the knowledge gained hy certain
of these was to be counted worthy of I'M
questioned belief Most of our knowl-
edge comes through intuition, perception,
and comparison. Some teachers lay great
stress on perception, and seem to think
that anything that cannot be smeiled,
tasted. heard, felt or seen, does not really
exist. They are continually asking their
pupils, on all questions that involve any
exercise of faith, '.Do you know this is
sop ''Are you not mistaken?" "Where
Is your pro OPP and such like questions.
Instead of weakening the pupils faith,
the teacher should continually encourage
and stimulate it. The teacher must set
.pegs,' for certain fixed and settled points,
in every study he teaches. They must
form an essential part of grammar. other
| wise there is nothing to hang the rest Of
it upon. The pupil must fix points all
the way along, er his work is incoherent,
and he soon looses it all. An idea pre-
walls that college graduates must be cy-
| clopedias-must "know it ALL" But how
are they to be such, when their faith is
continually shaken In the branches they
study, and they grasp at nothing with
tenacity? The pupil must be prepared
for life, then have faith in it, and faith in
himself, if he would meet with success.
The teacher must gain the faith of the pu-
pills; must show them he is their friend.
! The teacher must have the confidence of
the pupils in the work Of the classroom.
When the teacher hesitates. the pupil
l In, he
teachers word is lost. Teachers must be
eminently truthful, always setting good
example. What others mag do, the teach
er cannot do with impunity. If he smokes
or drinks he may soon expect to see his
pupils do the same. Examples n ust al
ways follow precepts. The teacher must
be 3 model Enthusiastically Of faith.
The character Of our literature is some
times pernicious. fictitious works often
contain stories OF characters unworthy the
imi tation of the young. These unworthy
characters should never be suffered to en-
grave themselves upon the youthful mind.
But. say some, select the good of these
| works and reject the bad. AS well go in
to hall of art, and knock off all the un-
slightly parts of the pieces of statuary, or
remove the less beautiful pictures from
an art gallery. We cannot too severely
condemn the disposition on the part OF
some teachers to tear down the work OF
their predece ssors; thus destroying the
pupils faith in the profession. To teach
| science perfectly, faith in nature must be
taught, and faith in nature is faith in God.
Our work is to beautify the pictures OF
nature already painted.
Adjourned to Thursday morning.