Vermont watchman and State journal. [volume] (Montpelier, Vt.) 1836-1883, 1881-12-21
To Teachers---No. 2.

improvement, viz, the reading OF educational
books and periodicals. Many OF our teachers
have not attended Normal school, but these
may In measure make up their lack Of training
by reading educational journals and standard
works on methods OF teaching. And even Nor
NAL graduates must needs read TO refresh them
selves, to get new ideas and different methods,
In order to keep up with the times. As a rule
young people read enough, but not enough Of the
right kind. Leaving out Of account sensational
and really bad literature, too much time Is spent
on light reading. The stories may have nothing
In them Objectionable, may even be very moral,
but by reading too many one loses taste for
solid instructive reading Our teachers cannot af-
ford this Growing teachers will not, but choose
rather something that will suggest good thoughts
inspire to do something worth the doing, and help
them as teachers.
Some feel that as they are to teach but a short
time, only few months in year, II will not be
worth while to spend any Of their small income
for reading Of this kind. These same persons are
the ones who change schools nearly every term,
who are not wanted second term, who amount
to but little as teachers, and later in life viii
amount to but little in any other business.
Others have no faith In the methods and sug-
|
experience The words Of a standard author will
fitly answer this: :" II we consider that the en-
piric in physical science must waste a great
amount, not only Of time and working force, but
also OF MATERIAL In order to arrive at his results,
we are justified in looking upon him as an abso-
lutely injurious member Of society, who destroys
where he would create. Yet, In view OF the
abundance Of the inorganic material and its APP
parent indifference, we may forgive his blunder-
ing, and while we pity him, we may still honor
him. Not 80 with the blunderer In educational
matters, whose material lives and grows, and in
consequence OF his mistakes, may live and grow
into misery and crime. Such bunderer be-
comes curse to society, and should not be coun-
tenanced. Indeed, 1t is no hyperboe II educa-
tonal empiricism, in the family as well as in the
school, Is designated as murder Of the inno-
cents"
The great majority Of our common school
teachers are young and inexperienced. The only
way to teach OF which they know anything is to
closely initiate their teachers to do as they have
been done by. This, of course makes stheir
teaching unprogressive, mechanical, soulless.
And even those who have had some considerable
experience, who are teaching in high and graded
schools, who have permanent positions, are not
beyond improvement, not so perfect but that new
and better ways Of teaching each and every sub
ject, of interesting and managing pupils, may be
suggested These teachers who are beyond inn
movement who know all that ia worth knowing
who accent M suggestions from others are gen.
| oro,,v ro a, root,,nass .bor,d he laid mon tho
shelf and their nlaces sunplied with sometbinp
besdes fossils Teacbers can grow sbou,d grow
| To be a Iva wide-awake TEACHER ono must he n
orovv;ro taacber and sbould aaelr hv everv rnaans
| In bis nowar 10 imnrova aacb dav nnon tho n,e-
ceding DAYS wo,k
Tha ,om,or ,,,., horo h,s ,au, hooL .,o r,,n;s.
Tor h;s ,haooo,ooI ond ,ho ,hrsoian h,a rnod,co,
-. 7. 80. . ,,,.,. .'...,,,.. T.. e. "a
| - ..,, ~, :, .s..n I'll.
| 49,. H.. a.. -, =. -
'nins 'na' 10 'aiuaoe oos'S ou' 'no io'uin 10 "i
pie very ory inueeo' dusty anu ihusty' must pe
the teacher DOCK or journal wnich Will not yieio
SOME Valuable IDEAS. we Call MN most un-
promising farmer VINO Will NOT Jake inc 'rouoie
| W a''eno u iarther mee'ing' vi VIM says ne CAL
| NOT auoru an agricultural paper Wnat wouid
you think 10 near MIN say tna' ne had NOT tne
'iihe W look at tie agricultural department vi .he
paper a'reaoy wi.hih MS reach lou "ouia .iinh
'here was something wrong ana you wouid 'ninh
.he truth' Anu 81 Will every GLASS vi peop'e anu
Aiho Vi occupatioh' Even the Hiii'ners COUNT !"
oniy necessary expense 10 20 10 nos'on, NEW
iork Ut some cen'er Oh iasnion' !" learn Il any
.nius ne" Is oo'' anu wha' uress'ianer Is "i.noas
ne, pooAs cunning resuiariy anu caie,uny s'uu'eu'
"na' S 'he user couiah 'ney n'ahe sone SUI.
Vi ponne's anu dresses Without 'ais 'iouoie anu
oApense. vi course 'hey couiu' oe' 'hey Ano"
very well that they must keep up WIN tne times'
| Inc EXCUSE Oh some Is 'aat 'ney KNOW Oh ou'
lew Rooo DOCKS anu per'odicais' ~ 'nese ID
,ecoin'henoea inc ioAowing hs' Vi wei known
VA' w ouuo"'''n anu .e"0nne i nu.e "
enoe CSo'opou'A y, Auuuon, n,u,'e
oonem D',''on~iy VI sau.nuon' niooAs Nv.
,Al ne.nous, Noi'nenu iea.nei As'i'1'n'
Soi'nenu ie'one, anu iA,.n., ouir'o Common
| Da,.So,, - aonno,.room Cn,Sa a%ho,,S Ts,
Teacher svnber,s Art NJ Teacb;ro scboo, K;d
dies How to Teach. Hills TINE order Of Studies
Nave. ToIts With Teacher. Uar,,s Il, ,ha SohooI
Room Wickersbam,s Metbods NJ Irstrrc,ion
Wickersbam's School Economy Wade,s Gradual
ing svstem for Schools UaiIman,s History a
pedaeogv Ouick,s Educational Reformers Snen
cars Fducation Manu. tectrros an Edrootior
Ra,dwins schoo, Manaaomant K.l,o,o,. schoo
Management Orcu,t,s Teacber's Mama, Todd,
stndant,s MAMMAL Ratas, Ins,,,,,a Iac,,ros
I