Iron County register. [volume] (Ironton, Iron County, Mo.) 1867-1965, 1885-01-29
Sron eonntp gfgister
EDUCATIONAL Column.
JOHN B. SCOTT, EDITOR.

is the formation of good habits, mental
moral and physical. Many, no doubt
would regard the teacher who would
not excuse pupil for half minutes
hardness that might have been avoid
ed. as whimsical, to say the least. Tn
all the affairs of life promptness will b.
found where there is success. The
habit is to be formed by requiring, up.
on the part of the child. the act, and
this means that there must be exact
ness of punctuality.
No teacher should allow communi.
eating in any form during study hours
This does not mean that teacher can
entirely prevent it. 1t is one of the
great evils of the schoolroom. Pupils
can not progress without work, and
when there is communicating there
can not be work. Our statute laws
will not excuse petty theft, for reasons
obvious, so the law of the teacher
should excuse 10 evil for reasons equal
ly apparent. In neither case can the
evil be prevented, but both can be con-
trolled.
Character is perfectly educated
will. He who lives for himself lives
for but little thing"
"Childhood shows the man as morn
ing shows the day." A citizen who is
worth anything to community or
state, is one who is not all for self.
Therefore the selfish propensities OF
childhood, seen by parents and teach
ers, must be checked. What work
there is for US!
discretion in speech is more than
eloquence." Discretion is something
to be acquired. 1t is another of the
"good habits"
Aristotle says that dignity consists
not i'm possessing honors, but in de-
serving them. Are we, as parents and
teachers, laboring to instill such ideas
into the minds of our children?
The topical method is not adapted
to beginners, or even to pupils of three
or four years advancement; first, their
language Is not sufficiently ready, their
ideas not clear enough and their
thou ghts not connected. By careful
training in previous years, they can
begin it in about the Fifth reader grade;
even then use it sparingiy, because it
may lead pupils to memorize for reci-
tatien, which should never be allowed.
With the topical method, as with all
others, we can vary the manner of re-
citing by it.
The most common method as to its
use, is the question and answer meth
cd. Some of mr readers may think l
have in mind the old time textbook,
with questions and answers printed;
but allow me to say do not. A word
in regard to the old style book. They
certainly presented as little latitude
for pupils and teachers to assert their
individuality as anything of which We
can conceive.
We Can easily see why they are
spoken of as making machines of teach
er and pupil.
Any system is defective which lays
down laws and principles which can
not be deviated from in the least. If
we follow such a system, where is the
thinking force TO come from-where is
the language culture to spring from?
I conceive the greatest aim of educa-
ton is to train our young people to
think-to think clearly, logically. in
dependently and rapidly. If some one
else maps out and amplifies thought
for us, for them, where IS the system
attic training so often spoken of in the
new education?
But don't understand me to be cast
ing any reflections on the old style
Textbook or teacher, for they are very
worthy of our admiration. Books
should allow the teacher the right to
construct his own questions.
A skillful questioner, by questions
skillfully put, can make the question
and answer method very profitable.
Some would justify set questions and
answers, because it assists the teacher
and pupils so much.
That which is easiest is not by any
means the best. Educators, since the
days of Socrates. have debated the
question, whether it best to remove
the difficulties in the road to learning;
the opinion of modern thinkers on the
subject, is that it is not best.
The eminent philosopher, John
Locke, said every one should invcsti-
gate the sources of knowledge for him.
self.
By this he meant, that every one
should gain learning by application,
industry and patience. Do we not
make our pupils dependents and cling
ers when we make their work so easy |
as to do away with labor? Questions
drawn from the matter of lesson, and /
calling for the pupils knowledge of a |
subject, are calculated to train the |
minds of pupils.
It leaves some ground for pupil and
teacher to meet on, and understand |
each other from. |
A.V. H., Pilot Knob.