The Kenosha telegraph. [volume] (Kenosha, Wis.) 1860-1888, 1880-01-15

whom thIS WORK lis DUC DeBInn ng, can
we expect that grasp Of intellect, which
will digest and aSSimilate :, vast num-
Der Of crude facts which have no mem
Orizing associations, and which are
shorn of all interest,
You can make this q pleasant and
profitable study by pointing out the re-
iations between different parts of ii,
The direct and Indirect INFLUENCES these
parts exert upon each other, ana their
contrast with, or resemblance to pres
ent history. K. d. X.
"uOW WE USED TO TEACH"
Talk is cheap. Advice is plenty. 1t
seems us though a teacher could not
pU> aiDy make a failure nowadays, be
Cau3a everybody stands ready TO tell
him just how to teach. First thee IS
tn man wao taught schooi Down
East" some forty years ago. Remem-
be- hat this man always taught the
hardest" school i'll the county. There
Were some terrible big boys in that
school, who were in The habit Of pitch
in9 the teacher through the window
whenever they felt ke it. These
mentor there are many of them al
ways taught this tald ochoOi "the
vi CT before they We're LWenty-one.
They always had Il row with tile bully
OF e school during the first week,
and they always hit said bully RICH
on b. q bridge OF the nose and Knocked
him hAt. Then The OtIer big boys al
WAYS sprung up, and then the teacher
81, Il
nil ,e charge at SAID hig boys who
hmm diately dropped into their seats !;
anu he te,clltr never had amy trouble
iii lat school after l,at day. The
WOODS are full OF such men, and they
mV.tt every new teacher To their hOuS-
es us to get an opportunity OF tell
Ing how they used TO each school.
Thy tell the teacher that the only way
to maHa9e Il school is g to lay it on to
tlItln," but, mind You, ii the teacher
does happen TO lay it ON TO one OF their
boys, there is trouble immediately \
teacher Of common sense ought to know
thai when SnIth Tells him 10 LAY il
OIL ia Tie boys" he means browns boys
not smith. When Jones advises the
teac.tr to fog tie boys, he lnrans those
"pIdsuey Smith boys" and hot his own
iatse nen believe N whip ing pu-
pir Untii one OF their own children " t
whipped, and then they are upin arm
taking about brutality" "oayagtry,
&c, forgetting all about that fellow
thal they laid out by striking him
q l,ot on The bridge OF The nose" forty
years ago.
Yutse are the kind OF men who say
that pup Is Of to-day do not learn 10
Spell. They can enlarge Oh the beau
ties OF oral spelling, and Of he ole,
fashioned spelling schools. and how
the.r school spelled down" all The
other schools in The town, forty years
ago These men have Il lot OF catch
Wvlds which they fire off at an ulsus
p, CtlIS school nia'am every time theS
meet one; and then When The poul
scandinavian misses he words, these
nIrn say that peope do not know how
t. spell now. But 1t We happen to gct
hold Of IL letter Written by one [ f lhpst
men. we will find hat half OF tl.t
words are miS-Spelled, and we AZ.
forced to the mtlaI Cholly conclusion
that the boys VINO "cOuld spell every
word in Webster's spelling book" die,
i'll he attempt. Ur else they never came
West.
u - have no occasion to exercise OuI
powers OF spelling except when w
write, and those who croak about tn,
blessings Of oral spelling are just u lii
tie ancient.
Another constitutional adviser OF
the teacher OF The present day is llt
woman who taught twenty or twenty
five years before She WAS married
Hhls woman never whipped pup
when SHE taught school. Oh, no. She
used to talk to them and make then
cry. you know. Why, she has made
big boys cry like rain by talking IL
them just eight minutes by the watch
She could make any one CIV in hal,
that time now. This woman general
ly has one child, a little girl, who, like
her mother, is late edition Of Olo
Mortality, delighting in old memories
and always attending 10 the monu.
mentS OF the past. Ii Il teacher keel
this little girl after school to talk tC
her for some miSdemGanOr or negl &c.
Of study, the parent swoons down on
her the next morning "like a wolf on
the fold" and gives a long lecture on
how schools ought to he mai aged, ana
how she used to teach school; and ends
by telling the teacher what II good lit
tie girl her child is, and then says THAI
she must not be kept after school.
This woman does not believe in TIE
Word Method" of teaching children
to read. She would have them learl,
the alphabet first as follows: a-ah, bal
c-ah. d-ah, and SO on to the end Of the
chapter. She believes that a child Can
remember the abstract idea of ga" OF
y, easier than the word "cat' OF
dog. She is rock-rooted in hel
belief, and no amount OF demonstra-
ton will convince her to the contrary
Now if teachers will only listen to
the advice SO freely given, they canno,
fail to keep good schools. In the first