The Ottawa free trader. [volume] (Ottawa, Ill.) 1843-1916, 1884-10-11
PUBLIC OPINION.

and a school board has no right to
.needlessly impair it.-Indtana School
Jourhdl
1t is crime committed against n
child, if its mind is engaged in anywise
Americ IN Braeltte.
The theory that a boy may be popped
into a school, like corn into II mill, to
come out, after time, ready for use,
has been exploded by the sad expe-
rience of nearly all that have tried it.
-Freeman'S Journal.
consider it unimportant to locate
definitely certain sand-hill in Africa.
! There are about four hundred dates to
be committed TO memory in United
States his; DRY, the half of which might
be omitted. Thomas, Chicago.
If we would avoid moral Intolerance
we must cultivate our Imagination,
widen our Sympathies, search for eX-
cellence rather than defects, and give
generous and ready honor TO those
virtuOus qualities which we ourselves
lack, and which, from habit, we have
come to esteem lightiy.-lhi'ad Shla
LcdgGr.
Here is a sentence forming triple
headed principle Of teaching. Let
teachers keep it ever in mind: Your
chief business is u ma,e luPiiS htrk,
not to think of thcm 10 make them
m'b, not to talk for them; TO dralO out
their pOWerS, not to display your own.
-IyS0a Normal N0Hth.y.
1t is not the amount Of knowledge
stored up in the memory that will
determine its'value to life, but the way
in which it has been gained, the way it
is held, the effect it has produced and
is producing upon lhe thoughts and
actions. Penn. School J0ur1sal
The one sole object of education,
when properly understood, is not to
make gentleman, lawyer, me-
chanc or farmer, but to draw out to
their utmost limits all the susceptible
ties of our three-fold nature; and the
product of this true discipline is not a
scholar, nor a philosopher, nor an art
ist, but n fully developed man.-B. +.
IueW
A talking tongue is not evidence OF
n growing mind. 1t is possible TO talk
class to death, and from such death
resurrection is scarcely possible. To
talk all the time, requires very little
Knowledge; to talk but little, and to
say all that is necessary, is true wis
dom. The aim should be to loosen the
tongues of children and make them
move with rs much freedom in the
class as they do upon the street or play
ground. --Supt d. W. Do10d, Ohio.
We are taught, and we teach, by
something about us that never goes
into language at all | believe that
often this is the very highest kind of
teaching, most charged with moral
power, most apt to 90 down among the
secret springs of conduct, most
effcctual for vital issues for the very
reason that it is spiritual in its char
acter, noiscleSs in its pretensions, and
constant in its operation Req. +. d.
Huntingdon.
Keep on a level with the children.
He who has fargotten how he thought
and acted when n child, what chcered
and cnlivened his youth, what interest
ed and attracted him, what drew him
out and set him to thinking, has lost
the vital force of true teaching
sympathy that lays hold of, enters, and
permeates the hidden powers of child
ish perception and enthusiasm. The
tendrils of loving sympathy must
branch out and entwine themselves
about the young hearts, yielding love,
obedience, honesty, and nobility of
character. This is the way to teach
goodness; it holds within it an element
required by educational philosophy
co,lcreteReSS. Missouri School JourHdl
Learning and life, that which is
TO be done in the world, stand over
against each other, and the perpetual
problem is how they shall be brought
together. Like two strong men who
gaze into each others eyes and know
that they ought TO be standing hand in
hand; like two great promontories
which stand and watch each other,
and feel the sea which runs between,
and yet feel under the sea the sweep Of
the continuous earth which makes them
one, so learning and life, that which
kUOWn upOu INC tdl III anu NAV
which is to be done upon the earth, stand
gazing at each otner, and knowing
that however they may be separated
and kept apart, they belong together.
Req. Phillips Brooks.
There is no other time in AL the dav
when competent guidance can do much
to make boys manly and girls woman
ly as when they are AT their games. 1t
is not enough TO leave the playground
to the ianilor or some inferior authority;
il is the place where the principal
teacher and nearly all others are most
needed. not to direct the games. or
to NEEDLE in any way with the sports,
but to be ready with a CHEEKY voice
and an easy grace to suggest To any
one about to engage in anything I'M
proper that he has forgotten himself
Ruilianism will soon disappear. timid
children will learn to assert theN-
selves, and an esprit de corps of the
playground can soon be formed which