Orleans County monitor. [volume] (Barton, Vt.) 1872-1953, 1885-02-16

Says Pope, 1.-THE proper study of
mankind is man." and in this oft
quoted passage the poet has but voic-
ed the sentiments that seem generally
to have prevailed for in all ages the
study of this many-sided being, In
the various phases in which he ap-
pears, has been deemed of sufficient
Importance to engross the attention
of the wisest. Philosophers have
speculated as to what, with all his
varied powers, he might have done,
as to what, with a better comprehen-
sion of these he may do, but what
he has done,-the part that. under
Divine Providence, he has had in
shaping the course of events, in mold
ing the present state of society, and
in establishing this civilization of
which we find ourselves heirs,-be-
longs to the province of the subject
now before us-"History," which has
been well-defned, in a general way,
as ssthe record of the life of man.
kind
That some of the oldest and most
distinguished universities in our coun-
try are to-day devoting more time to
the study of history than that of any
other single branch of knowledge,
and that our smaller institutions all
over the land are increasing in their
curriculums Of instruction their re-
quirements in this department, attest
the fact that teachers and educators
are being awakened to the import
ance of more extended study in our
schools of this hitherto neglected
subject.
Naturally, this increase of interest
has created demand for improved
methods of instruction, that, if pos
sible, this important subject, often
found so dull and unattractive, may
become more inviting, and thereby
our youth be induced to lay, while at
school, the foundation of a knowl-
edge of a study which may be pur-
sued through life with pleasure and
profit.
The few suggestions that | shall
offer are such as have grown up from
my experience in the school-room,
with the class of pupils usually found
in our academies and more advanced
common schools. / would, by nc
means seek to convey the idea that
any method of teaching may be de-
vised by which the'pupil is to be re-
leased in any measure from the part
of the responsibility devolving upon
him; on the contrary, | consider that
that teacher should be accounted
the most successful, who, while seek
ing ever to give an impulse in the
right direction, impresses upon the
mind of the student that, with all oul
improved facilities for study, it is as
true to-day as ever that "there is nc
royal road to learning and that il
he could gain any degree of mastery
of any subject, he must ''toil terri
bly,"
1t IS, however, the part of the
teacher to strive to present in as at
tractive manner as possible what
ever theme may be under considera.
ton, and thus, while not diminishing
in the least the necessary labor of the
pupil, may he render pleasurable thai
work which otherwise would be bu
irksome drudgery.
Of course no plans can be lai6
down that will exactly meet the de.
mands of all teachers, and the same
teacher will often find it necessary tc
vary his methods to meet the require.
ments of different pupils and differ
ent classes. But while this is true
and that no wide-awake progressive
teacher would conduct a lesson to.
day just as he did yesterday. it is al.
so true that he who undertakes tC
teach any branch without some we'll
defined mode of procedure, some sys.
tenn to which he may in measure ad.
here, will be very likely to find the
result of his work unsatisfactory, OF 6
miserable failure, unless he be a ge
MUS like Agassiz, who, it is said, al
ways wrought according to the i'm
pulse of the moment. But geniuses
are not very numerous, at least the
world isn't wont to regard as sucf
that class of individuals denominateC
pedag gogues perhaps, however, they
are not so far from being geniuse'
after all as some people may imagine
for has not Michael Angelo himsel
said, "Genius is eternal patience,
and to what class or condition O.
men, pray, are more golden opportu
mites offered for the exercise of thi
sanity virtue?
The Importance of a knowledge o
historical facts is, | suppose, almos
universally conceded, but the valu
, of this study as means of menta
discipline is, l believe, frequentl.
overlooked. 1t seems to me, however
; that history rightly taught, may b
made efficient in bringing into activit
more of the varied powers of th
mind than any other one subject pur
sued in our schools: The memory
; constantly exercised and strengthen
ed, the imagination cultivated, an
the judgment and reasoning power
improved by frequent use.
Every one is aware how the min
may be widened in its operations b
g the eye. The teacher of histor