The Jackson standard. [volume] (Jackson C.H., Ohio) 1847-1888, 1882-02-23

it we are enabled to think; to develop
and strengthen our mental faculties;
to acquire knowledge; to communl-
cate our knowledge to others; to cul-
tivate high ideal of the purpose OF
life; and also, to make us efficient IN
the discharge of the duties that shall
deyolve upon us. If then, study is a
consideration Of so much Importance,
the means by which it can be brought
about is subject worthy OF the teach
er's investigation. Rather than at
tempt complete discussion OF this
subject, shall offer only a few sug-
gestions which / think have some
bearing upon it. To the young pupil
who is not yet old enough to appreci-
ate the value Of knowledge, the desire
to crafty curiosity is one OF the
strongest incentives to study. Nature
is full Of wonders to the child, and it
has been we'll said, that wonder is
the mother of knowledge" Children,
as rule are very inquisitive; they ac-
quire considerable knowledge OF facts,
their relations and meaning, and the
impulse that prompts this desire to
know, is curiosity. The teacher
should see that his methods OF teach
ing are such as will encourage thus
feeling rather than suppress it. Pu-
pills frequently contract an aversion
to books, simply because the school
exercises are not sufficiently interest
ing to excite their curiosity. We
have often witnessed with what de-
light the child turns over the leaves
Of a picture-book, and the interest he
exhibits in surveying the toys IN shop
windows. The teacher should en-
deavor to make school-work that in
teresting and exciting to them. Some
thing new and novel should be taught
them every day. Excite their curios-
ity by occasionally telling them an
instructive story, as children are IN
veterate lovers Of narrative. Perform
for them an easy experiment in sci
ence. Explain to them something OF
the phenomena Of atmosphere, rain,
snow, etc. !.
The desire Of knowledge is one OF
the noblest incentives to study. The
pupil who has desire for knowledge
finds a prize in every truth learned.
God made the world and stored it with
things to be known, and implanted In
man desire to know them, and it IS
the duty Of man to know these things,
for God has created nothing unworthy
Of our study.
IL the pupil does not possess this
desire for knowledge, the teacher can
not create it, but when it is innate, it
can be cultivated, and it is the duty OF
the teacher to put forth his best
efforts to promote its development.
The pleasures enjoyed in the gratifica-
tion of this desire are greater than
those afforded Gould or Vanderbilt |
in the pursuit of wealth. Nothing
can bring more happiness to us than
the action of the intellect; and those
who enjoy existence best are of the
number whose thirst for knowledge is
never quenched. The love Of appro-
baton is also motive that may be
gently piled in the school-room. The
affections which exist between teacher
and pupil, can be welded with power
full certainty by those who under
stand the business. The higher tht
grade of affection the more potent ths
influence becomes If the pupil fee
these generous emotions for the teach
er, whatever of appreciation he re
ceives, will tell just as far as motiv,
to duty; and whatever of disapproba
tion is shown, will sting the conscience
and self-respect to active exertions, t.
repair the losses and regain favor.
The appreciation Of the teacher up
on whom the pupils have bestowed
their respect has magic influence il
promoting a love of study. It is al
most impossible for the teacher VIII
does not have the love Of his pupils t.
inspire them with an ambition to ac
quire knowledge. His knowledge o
the branches may be perfect and b
may be able to impart that knowledg
skillfully and scientifically, yet with
out the love of his pupils and wor,
of appreciation, their progress will b
very slow and unsatisfactory. How
often have teachers seen their pupil
wrestle with an intricate problem il
arithmetic, or knotty construction
in grammar, triumph over the Difficult
ty, hasten to the teacher with the in
telligence Of the victory, with pleasur
depicted upon their countenances, ev
identity expecting a word Of cheer an,
encouragement, but who can imagin
their disappointment and mortifca
ton, when the teacher treats then
with cold indifference. Such teach
er may wisely and reasonably come t
the conclusion, that Ills proper plac
is not in the school-room. Who ca
estimate the influence Of cheerin
word or smile Of approval upon th
pupil. One Of Garfeld's pupils, VIII
is now distinguished teacher, says c
him that, "a bow Of recognition or
simple word from him, was to him a
inspiration When the conduct c
the child merits approval, the teache
should be prompt to bestow it, and
he expects to have diligent pupils, h
must find fault only when he mus
The teacher must exercise his juds
ment in praising, for indiscriminat
praise will do more harm than goo
It will create the impression, that b
appreciation is the only reward fl
their good deeds. The teacher ca
scarcely place proper estimate upo
the grave responsibilities this subje
carries with it, and in endeavoring
discharge them should ever rememb
that,
"Our most important our earliest years;
The mind, impressibe and soft, with ease
And through life's labyrinth holds fast the clue
Which education gives it, false or true"
OHIO to the front again-R1nehal