Memphis daily appeal. [volume] (Memphis, Tenn.) 1847-1886, 1882-06-11

last Miss Gussie Towel, of Memphis, read
the following paper, entitled What is Le-
gitIma ate Teaching?' before the Normal In
stitute here:
MISS TovELL's PAPER.
Notwithstanding the vast Improvements
| that have been inaugurated in our profession
during the last few years, indications are not
wanting that many within the class who
claim to be teachers and without ii have never
for themselves properly answered the ques-
ton, What is teaching? The young man
upon whose education no money has been
spared often returns from school with a
mind paralyZed rather than stimulated, and
with taste the opposite of what his schooling
was designed to give him, while the poor
boy who has had only nature for his teacher,
and been admitted to no school but that OF
adversely, will gain under these unauspicious
surroundings love for knowledge which
will urge him on to great results. The cause of
these results is too often to be found in
the fact that nature is better
teacher than the would-be schoolmaster.
Whatever metaphysicians may say about in
herent tendencies and the influence exerted
by the conditions IN which We are placed,
all know that what we are Is IN great
measure dependent upon the character of
those with whom We have associated, and
particularly upon those under whose infiu-
ence we passed our childhood. As teachers
We responsihle-to what extent who shall
HdN --lOI lhG klilh VI men anu NOlutn VINO
go forth from our school-rooms. One of
the bsst criterions of the degree of success
We may have achieved will be the feelings
with which in after years our pupils shall lool;
back 10 the time when they occupied a desk
in our school and prepared their lessons un-
der our eye. If they shall then remember
and cherish us at their early benedic-
ton, shalt thank US for directing
them 10 fountains of enjoyment that
have never went dry, and for help
ing them 10 gain the victory over some I'M
fortunate propensity by which they we're in
danger of being mastered, we have done
our work WELL But if, on the other hand
they should remember the school-room only
as a prisOnhouse where they worked under
the lash, and which shut them out from all
childishs eujoyments, woe be unto us when
We are called to give an account of the man
ner in which we have improved our talents.
A man who had risen to eminence in his
profession, and had never tired in the acqui-
sition of knowledge, attributed his success to
the enthusiasm which had been aroused
within him by his teacher in al old log
schoolhouse in North Carolina. The love of
science which almost universally character
ICES the pupils of Agassiz, bears witness to
the power which this great teacher exercised
upon those who came under his influence. |
He loved the sciences but he loved I
humanity too, and must every true ,
teacher The careful observer of the various
results Of school work is led 10 the following
conclusions: First, that true teaching con-
sists in producing in the mind of the pupil !
4 love for the pursuits of the school-room |
and earnest spirit of inquiry into hidden
things, which will abide with him through |
life; second, that the true teacher succeeds |
in producing this result in the average pupil; |
and third, that the teacher must love knowl- |
edge himself in order 10 make his pupils
love it, and must heartily sympathize with
them. In the beginning the work should |
be made easy for the pupils. Let them |
gain few victories for themselves and they
will soon be eager to attempt greater
things. Instead of telling the child what it
wants to know, by few adroit questions
and suggestions help it to discover the de-
sired truth for itself. Merely giving the chill
dren information while they sit passive and
listen, often inattentively, or hearing them
recite information which they have commit
ted to memory from the textbook, is not
teaching in any sense. The work OF the
teacher is to discipline the faculties of the
child's mind, so that they shall be entirely
under the control of their possessor, and
work in obedience to his will. In other
words, il is The teachers business to form the
character Of his pupils A German educs-
tor ssid OF American schools, that the pupils
are good reciters but bad thinkers This is
to great extent true, and it is due TO the
fact that many Of our teachers do not realize
that it is what the child does for himself
and lay himself that educates him. One of
school men says: "The I'M
trained and unskilled teacher, ignor-
ant OF the nature of the mind,
too often believes that children are
educated by what is told them, or by what
they commit 10 memory from books. His
fetch is the school book; it is ugly, but
he worships it, and makes the pupils bow
down before it. To him the child has but
One faculty, and that il memory. Since the
true object OF education is to form character,
the moral nature of the child requires train
ing as well as his intellectual faculties But
in schools where the boys make notes on
heir cuffs and the girls on the under side
Of their aprons, to aid them in their recita-
lions, where a constant system of prompt
ing in the classes and giving help in written
is carried on, is there not just
cause to fear that the pupils are learning 10
De dishonest and untruthful much better
han they are learning their lessons? Suit
heir work to their nature and capacity and ]
hey will not resort to these practices.
Precep;s are good but precepts alone will
never produce moral character. The child
must be taught obedience Just as it is Taught
o exercise Its intellectual faculties, by the
ioiug of the thing and not the hearing about G
I; and right doing must be made more Z
ion now comes up, who shall teach? Can t
he man or woman who has never given the
natter any careful study enter the school, y
Dom and direct the minds of the eager, rest S
ess children? That many persons OF this {
ind do hold places in our schools is another
violence that we do not properly appreciate
God teaching. A normal school training
must be obtained somewhere; let it not be 3
lone at the expense of the character and
Of 0hil |
'ormal institutes like the one which has i
rought you together here are OF incalcula- \
lie benefit to those who desire % become t
Proficient teachers for the experience of I
hose who have been successful is here
ecessibie to all who wish to profit by it.
Ill over the country a wonderful impetus
as been given to education, and those who
each must be swept into the advancing cur !
emit. 1t is not an easy thing to learn to 8
uide and stimulate the young, and if you
SIX what is to be the reward of your labors,
erhaps il is hard to give you an answer.
n n country where true teaching is only in +
Is infancy, to teach is unthankful task. =
on will no! become famous; no banner will y
niurl your name to the gaze of an applaud q
ng multitude; none will raise the ambitious !
iarble shaft 10 mark your final resting place. n
nd you will never leave fortune sufficient
} rear one for yourself. Parents will often
ccuse you of teaching their children nothing
hen you are doing the very best possible {
,r them, because you do not load them down n
it'll text books. But, on the other hand, o
on will be quiet, steady influence for good F
mong the rising generation, making them !,
etter citizens, better men of business, better V
oliticians. You will raise the standard Of !;
onor aud morality in the country, and some q
ero, who shall perform great deeds, become =
ne through your guidance and discipline. =
=. .