The times. (Owosso, Mich.) 1882-1897, 1883-12-21
TEACHERS AND EXAMINA.
TIONS.
BY g. r. BRANpr.

P"''iiSHt vi huiidh Ia 'uSut anu aC-
tivity, must change with the chang
ing conditions of society, or it will
fall in the rear of civilization. and
instead of being = help. become a
hindrance to improvement.
Teachers imbued with modern
thought, in comparing the ideals
which such thought suggests, with
the actual results of their labors in
the school room, have become dis
satisfied with their labor, and have
Withdrawn from the field, to leave
room for those better qualified.
No task can be more responsible,
or require the exercise of greater care,
than that which has for its object the
proper education Of the young.
To perform this work efficiently,
special preparation and study are
necessary.
A prominent educator once said,
"the laws which govern the growth
and operations of the human mind,
are as definite, and as general in
their application as those which APP
ply to the material universe and il
is evident that true system Of edu
cation must be based upon thorough
knowledge, and application OF these
laws"
How important then, that the
teacher should familarize himself with
those laws
In every stage of improvement and
intellectual training, let the teacher
always remember that his pupils
mind is net to be treated as "pass
i've recipient" of the thought and
experience of others, but as an active
agent, to be able to acquire an exper-
fence of its own, and apply it to USE
ful purposes; to be enabled to think
for Itself. 1t is thought that educates.
Let him at all times apply the prin-
ciples, so clearly expressed by Ham
ilton:
"The primary principle of educa.
ton is the determination of the pupil
to SELF aehaft-the doing nothing
for him which he is able to do for
himself"
When the child for the first enters
the school room, his curiosity is
awakened his mind is active and
he is prepared to receive instruction.
1t is the teachers primary duty to
KEEP auake that innate principle, that
natural activity OF the child.
Our ideal of the true teacher is
the ore who can take the Young
mind when placed under his charge,
and lead it on step by step, through
the different gradations not only of
intellectual but moral advancement,
until it reaches the full stature of
true manhood and womanhood. But,
alas, how often does the real come
short of the ideal
Too often is the position Of the
teacher inadequately filled !
AS we review the history of differ
ent nations, we are impressed with
two facts: One is, that in every age
there have existed special require
ments Of the men then living.
Another is, that but few in any
period, perceived and appreciated
those requirements, and were there
by fitted to be the leading minds, or,
in other words, were the men for
their time.
History but repeats itself; and
what was true in ages past, is also
true in our own.
This fact leads rs to inquire the
demands of our age, and how we
may best meet them.
History" we are told, "is Philos-
ophy teaching by example"
As we perHse her pages we are
told that the demands of different
ages have all been for the formation
of one grand object, namely, the
happiness of mankind and that the
men who have been the most sue
cessful in promoting this happiness,
have not been those, who have mar
shalled their forces, and waded
through seas Of blood, for the world.
l.. l~-~. l<..t ..0os, A. 49, l~~l