Iron County register. [volume] (Ironton, Iron County, Mo.) 1867-1965, 1885-07-02

| De u prostitution OF language. III eS'
considerations will suggest others anG
in their combined light it will appear
that the question, What should pupi
be and do in school? cannot be fully
answered in a five minutes essay, anG
much less dismissed with flourish o
the pen or wave of the hand.
AS in School Management the grount
was taken that the sci ool is for the
scholar, and not the scholar for the
school, and that consequ 'ntly no cas-
iron regulations could be laid down fol-
or by the teacher, so here, as thu
pupil holds the controlling interest in
the school, he must be handled with
care. In the school the interests and
corresponding duties of the teacher and
| the pupil are cOrrelative with the in
terests of the pupil in the saddle, sc
| that no cast iron regulations can be
laid down to govern pupils. In all
discussions of this subject two extremes
must be avoided. We must guard
against any thing that will weaken
the demand for high standard tor
teachers, and we must not lose sight OF
the fact that we'll adjusted system of
common school education is one phase
of Gods work of salvation which de-
delivers men from themselves.
That the pupil should be prompt and
punctual In attendance, maintain. his
self respect, and be respectful to those
about him, have his lessons well pre-
pared and be orderly in all his deport-
ment, goes for the saying.
And yet when all that has been said
and accepted, the great problem of the
pupil in school has not been reached.
1t has been said that the school is for
the scholar and that the objective point
in teaching is to enable the scholar to
think independently. correctly and
1t is accepted that whilst
the teacher must show how thoughts
are built, the pupil must do the work
of building. Behind the work of teach
ing how to think, lies the question
how to awaken in the pupil the power
of will, and in doing this the teacher
often encounters very strong wont.
In any system of education we must
that God gives every man tn g
right to be as any other man, if he
chooses SO to be.
We know that here that bugbear of
called Evolution shews his
nose. And yet it has long been accept
ed as true, that the best possible school
can only afford its pupils the oppor-
tunity to become educated, whilst
they will be educated and
how far they will press that education
depends on their own will. So that
after all the duty of the teacher is to
awaken the power of will in the schol-
ar, and W hen awakened guide it Alright.
We Will select favorable specimen
Of pupil in whose case the will-power
has been awakenened. The question.
What is the teacher to do for that
scholar? is subordinate to the other,
What must that scholar do for himselF |
He cannot sacrifice his right to think
Independently correctly and promptly,
and in how far any human authority
ian control and regulate that right, is a
question with which we must to-day |
srapple in our schools. This is time
If transition.
To the world the declaration is made
,o-day: Two nations are in thy womb,
md two manner of people shall! be
separated from thy bowels, and the
,lder shall serve the younger. AS has
,een said, our common school system
ooks backward, while the boy with
Iroused will-power looks forward nat
lrally and asks, What shall do when
am a man? At this point the war
,egins.
Truth says a child is naturally a
Conservatism calls him a
Barbarian, and the conflict is not un-
brought on by attempting
0 limit the right of thought in the
pupil by the capacity of the teacher,
ather than by the extent of the sub
eCI. IL we duHilC lhC w |
We cannot deny that the field is the
world. But in order to high success
n the pupil he mnst keep always be-
ore his eyes the fact that he does not
70 to school to be amused but to be in
tructed. In order to this he cannot
his right to ask questions.
The world of thought has mountains
,ut no seas.
A man can reach any part of it on
oot.
A pupil must cultivate a patient,
lopeful, self-reliant spirit, always aim
ng to do right.
He should learn to view every thing
rom a practical standpoint. He must
emember that every man has two ed
lcations, one of which he receives from
,thers, and the other be gives himself.
rhe::on qualities him to be useful, the
,ther makes him 30. Let him combine
hem at every step so as to be ready at
NV time for any duty required.
THOMAS CALLAHAN.
For SALE-New Store and lots at Sabula,
N railroad; building 22x36, 2 stories. First
tory furnished with counters and shelves
I