The Lambertville record. [volume] (Lambertville, N.J.) 1872-1968, 1878-07-03

Pupils often have indistinct or blurred ideas.
They know, for instance, that they have stud
led subject, but cannot recall just what they
learned about it. They forget some part
while the remainder is distinct. Sometimes,
for instance, they are able to recall a rule in
Arithmetic but forget the process by which
the rule is derived. Now, teaching win clear
up much of this indistinctness and haziness
and in short time will mako you quite at
home in any part of the branches taught
The mind cannot or does not retain everything
passed over in course of study, and hence
the Importance and necessity of reviews.
Teaching, by furnishing such reviews enab-
les one to grasp more fully and firmly the
ideas partially lost and soon make them per-
tnanent possession. The teacher and pupil
pursue different methods of study The FORM
er studies the subject and Is Interested to
know definitely not only what everything in
the particular lesson means, and In what way
he can best impart the instruction to suit the
differently formed minds of dozen pupils,
but also studies other subjects related to this,
and shows The relation and bearing of this to
other subjects. He is particularly fortunate
If his school contains few bright and inquis-
tive pupils who are not afraid to ask the reas-
ons why, as they go along. The presence of
such pupils is strong incentive to the teach
er to prepare himself to meet all possible
questions, and he will, if earnest and ambit-
may arise among his scholars. The pupil, ON
the other hand, does not always dig deep as
for hidden treasure. There are depths which
lie does not reach. He does not always ex-
haust the subject. His study is toe often
merely to make good recitation. In learn
ing hos6 he forgets to learti a6hy.
Another reason why you should teach is on
account of the insight into human nature
which you would get. There are other pro-
fessious which show certain phases of it. Law
shows perhaps, its worst phase. Medicine
shows it under suffering, but among the chill
dren it can be seen in almost all its phases,
and in its simplicity. 1t is there unmodified
and uncorrupted by contact with the world.
Impractical in deceit which often comes in
after years, their traits OF character are plain
ly visible to the keen observer These traits
are not all NOBLE else there would be little
for education to do. For the formation of
character is after ali, the great work of early
education. Nor are they all mean. A childs
nature combines the natures of a colt and a
donkey. In youth the colt part is eminently
conspicuous, the other part is too often la
ter development But l would give you one
caution, If you purpose to teach. The great
object of that work will not be your own Inn
provement, but that of others. Unless you
purpose to study the natures and characters
of your pupils, in school and out of school and
have their good uppermost in your mind un-
less you can put yourself in sympathy with
them SO as to shape their characters, as well
as instruct their minds, depressing what Is
mean and calling out the noble ; unless you
can go to the work with love for it, and
have deep sense of your responsibility for
the precious charge committed to you, it
world be better not to enter the field. Our
school houses already contain too many teach
ers who have no love for the work. whom cir
cumstances have placed there, not on account
of any fitness for the place, but often because
nothing better offers. Sometimes school
trustees do not look carefully at the quality
of the article they purchase when they hire
teacher. cannot account for the prevalent
notion that almost any body can teach. can
not understand why parents will place their
children 90 Be moulded in charge of those so
wretchedly moulded themselves. But such is
human wisdom.
hos tI,Ak hIoolr IF
marble there is an angel, and the work Of the
sculptor is to bring it out by chiseling and
polishing. 1t is very much the same with the
children. In every one there is an angel and
the work of the educator is to lead it forth. l
do not doubt that if you enter the field with
proper motives and the right spirit, under q
due sense of your responsibility, You will make
a success of it.
Let us, now, look at the work Of this school,
so far as we eau nook at it. We can do moth
ing more here than notice the ground cover
ed. In Mathematics There have been two
classes in Arithmetic, embracing the whole
school, tho higher class finishing Robinson's
Higher Arithmetic, the first year, and the low
err class finishing Brooks Arithmetic the first
year. and Robinson's Higher the second year.
Two members of the higher class Of the first
year Joined she other class in the second year
and passed again over about two-thirds of the
higher Arithmetic. There have been two
classes in Algebra, the higher finishing Rob-
inson's University edition, the lower finishing
the Elementary work the first year and near
ly finishing the University edition the second
year. In Geometry one class finished six
books of Euclid the first year, another class
finished six books of LOOMS Geometry the
same year, ono member going on through ten
books. One class finished Trigonometry and
Surveying In the Languages two classes in
Caesar read about three books each, one class
in Virgil read six books, part of the class
stopping at the end of the fifth book, one
class read four orations of Cicero, (nearly,)
one class read De Officiis twelve or fourteen
weeks one class read Tacitus few weeks,
and one class read Horace's Odes and AIRS Po-
etica. One class has studied Greek and be-
sides the preparatory work of the Grammar,
has read between two and three books of the
t.. Ii H.. hox,A Ind Ill