Iron County register. [volume] (Ironton, Iron County, Mo.) 1867-1965, 1882-10-26
NUMBER 15.

ure to our minds. Workmen in the
different arts know this, although thew
perhaps could not tell why. Thus we
see the painter puts over his colors a
thick coat of varnish to make them
shine; or the stOnecutter will cut the
Jewels with many sides to make them
flash the light, and thus charm the eye.
The thing that constitutes beauty in the
human skin is traceable to the same
cause. The eyes Of pretty girl affords
the finest illustration. Thus we see
what constitutes observation. Now let
rs apply the truths here enumerated to
pany we may happen to be In. let US
learn something from 1t. II we happen
to bs in company with q merchant or
q tailor, farmer or q mechanic, q milk
maid or drover, let US lead him into
conversation concerning his particular
sphere or calling; for every one knows,
or should know, his own business best.
In this sense the common mechanic is
wiser than the most profound philoso-
pher. In teaching our pupils let us talk
with them according to their capacities;
mark the young shoots of infant reason
ing, observe a. far rs we can the distinct
motions Of the body and mind, take no.
tice to what extent the little fellows
grow up to their reasoning powers, and
guide them out Of dsngefs that may
beset them. BY this means we will be
enabled to address ourselves to the
for their benefit, and may
possibly be enabled to gather some food
for our own minds to feed upon; for lit
tie children often suggest some very
funny things, and things, too, that will
do for grown people TO think about.
Now let US notice the manner in
which the child receives instruction,
and point to some difficulties to be
avoided: In teaching reading, for in
stance, why 10 1t that pupils hesitate,
Iniscall words, repeat and the like? It
is this: the pupil il stimulated by Q
desire to read well. There is q confiict
going on in his mind between the de-
sire to read we'll and the fear OF criti-
cism or rebuke from the teacher. He
and makes the start. At this point
the nervous stimulus has wrought the
whole frame into . state of visible agi-
kation and the difficulties increase BY
the difference in the size of the words.
Al the pupil reads along the lines, the
ayes are changing position, and that,
too, under undue excitement; and as it
lakes time for the printed word to i'm
press the eye, and through them the
brain, the child does not have time to
make clear perception and conception
,f the word before tho organs Of speech
IRE ready to utter them. Under the
pressure Of undue stimulus, the mus
lies Of the organs Of speech are more
lnder reflex power and the child, in
he midst Of mental uncertainty, is un-
able to prevent the action taking place;
hence the poor little fellow makes q
,lupder.
Now II he happens to have IN ''igne-
'amusn for . teacher, or one that is
narlish and high tempered, the little
chances for complete failure
re greatly increased. II at this point
le gets harsh word from the teacher.
10 10 sure to fail-for the reason that
he system, having reached climax
lnder the increased nervous excite
nent, must now give way, and the
hid bursts into piteous sobs. A teach
r that would punish . child under
hese circumstances ought to be kicked
ut Of the school house head first.
The child makes these mistakes be-
ause he can not help himself. Mis-
axes occur sometimes under the most
svOrable circumstances, but they arc
ot willful on the part Of the pupil; It
} the result Of misoenstruction based
q imperfect associations in the mind.
There are several other points em-
racing experience and experiment,
Ihich I would like to bring cut, but
lready this paper 10 too long. may
'eat them III subsequent article.