Oxford Democrat. [volume] (Paris, Me.) 1833-1933, 1882-12-26

BILE for scholar to remember ANYTHING
after only one recitation. Il must be
iterum herumque, again and again. A
class may do well, while the next teach.
er with different modes of illustration
and phraseology may place the pupil at
great disadvantage. 1t is sometimes
especially in our mixed schools and after
long vacations necessary for scholars to re-
view some of their studies. Great care
should be exercised not TO discourage the
scholar, and especia ly to avoid speaking
unexpectedly OF his predecessor. Pupils
are sharp critics and will soon detect
teachers motives and will defend the
character Of beloved teacher from any
aspersions unwisely thrown out. Ia
life Of more than fifty years, more or less
spent in the school. room, no one ever
heard me speak in language derogatory
TO the work of my predecessor. If il Is
necessary to put class back, especially
in Arithmetic, address them in the mos,
encouraging manner, and strive to ascer.
tain as far as possible the diyidin. line
between what they know aud wha; they
do not know, and then you can carry
them along with you, and they will soon
be delighted with their own progress.
The same subject has one layer Of know
ledge upon another like strata among
the rocks, each having its own story 10
tell Collect all the classical teachers in
Maine, and we have scores Of superior
ones, and | will guarantee to tear them
all TO pieces in five mnuets in Latin and
Greek, while any one OF them could
serve me in the same manner. We can
not expect perfection in any subjee,, a,
each teacher has his own way Of pre-.
senting the truth, but clnno. present i
extensively.
Mr.. Mayo said tina; reviews mus, be
constant. If they are necessary in Aca-
demys and Colleges, they are equally
necessary in our common Schools. We
cannot expect any scholar to be perfect.
Moved by Mr.. Collins that we publish
the essays Of Misses Twitchell and Phil
brick with the proceedings OF the Co.,
vention.
The next subject was
School GOVERNMENT: PURPOSES: MEANS
AND ENDS METHODS. Essay. Ma
K. J. EVERETT, PErNcIrAL Hon
School, SoUrH PARIS.
At the conclusion Of his excellent e,.
say, it was voted tina, it be published
with the proceedings Of the Convention
SCHOOL GOVERNMENT.
M Il ). EyEsErr
We olden time, when in the school
room, as now in politics, might male
right; when the concentration of physical
force was the principal factor in schOO!
government, the question, how shall |
govern my school" had but 10 be asked,
to be answered. Il was Il question Of phys
ical ability. Muscl. wa, the court from
which, in the last resort, there was no ap-
peal, and - which, | avn sorry 10 say,
both scholar, aul teacher hal recourse.
man, strong Of muscle, quick "A atL-
letic WAS thought u possess tn qnNi"l-
| tons, necessary = g)gcrn NV the
Masses OF the people are more euHgh.en-
ened, our schoO systems under better SUI
perv.sion, our teachers better httri Tor
their calling and We have the bright noon
d ~ of new era ia s,h)), discipline. Pop
ular opinion, especially when blckel by
whatever is good and noble, is irresistible;
AMI when the old methods began - come
into dsfayor with the people there WAS no
choicc.--even If 1t had been desired. |. i
true, the people Is i whole were not apt
scholars, but in long time they came TO
learn that the chill is the epitome Of future
manhood aud womanhoOd, and that tho
true way TO development was not
through harshness and brute force, but
through hrmness of character and kind
ness OF heart. Hence to-day comes from
earnest teacher the eager inquiries How
shall | govern my school: how shall
make my pupils work more pleasing and
nv own, more useful | am glad 70 be-
leve that there are very many IN our own
State who combine the rare elements OF
OF the true teacher and yet they are not
satisfied with present attainments. They
feel that the UltimI Thule In the science
OF school government has not been
reached; that there are still better meth
DDS which the ingenious mind Of the pa
tient worker may yet ln(old. But my
friends, shall these be left to bear, alore,
the brunt OF the battle while We. the great
army OF teachess, follow aplthetic in their
line of march TO enjoy the fruits OF the
campaign? No, thousand times no! 1t
may be said We do we'll II we follow where
other lead, and so We do, but we can do
better. The weakest may draw at least
spark from the boundess regions OF truth
and progress. Every one Of Us to be true
to self and faithful to our trust must be
alive to this work. Active, eager, search
ing, studying that no day close without
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