The Mankato free press. [volume] (Mankato, Blue Earth County, Minn.) 1879-1924, 1885-11-13
EDUCATIONAL.
Forcing In tho Public Schools One OF the
Sins of the Day.
summary of Pubic opinion and Sugges-
tions on Various Educational Topics.
OPINION.

oOLuo IcucuCTS dtc SohStuuJ idull-
finders. The habit is ruinous to the
school. The school is demoralized and
the pupils utterly discouraged by the
"croaking voice of the continual fault
finder. "-IowG Normal 40 1thty.
On these two points only we shall
for the present insist: First. that 10
read q book properly we should have
beside us a book in which to write
down something-however little-of
what we have learned from that book,
or of what that book teaches; second,
that no good book should be read with
out consulting other books by which TO
explain all that we cannot understand.
The Edacationa, Weekly.
Energy. activity, and good feeling
characterize the work of the teachers.
Persons familiar with the facts, and
whose opportunities for Judging are
excellent, affirm that our corps of
teachers subscribe for and read q
larger number of educational journals
than any other corresponding number
of teachers in the country. Reading
teachers are thinking teachers, and
thinking teachers, rs a class, are pro-
gressive teachers. -. N. GreenVOOd,
Supt. schools, Kansas CITY.
History and reason both testify to
the fact that whatever we would have
appear in the citizen or in the state we
must first put into the schools. In a
democratic state every child should be
trained as though he were IN end I'M
to himself, and. at the same time, as
though he were a part of the state
whose institutions he is expected to
support and p%erpetuatc. The perma-
hence of q republic depends on two
things: First, on the intelligence and
virtue of its individual citizens; second,
on that disposition to think and act
alike, which is necessary to make of
them a homogeneous people. Intelli-
gence and virtue are the product of ed
ucation-or rather the one is educa-
ton itself. and the other its mutual
companion.-J ". Dickinson, in Id
dress at Taunton.
Principles: () Our state has a
right to exist; (2) it can't live unless
its children shall be educated; 60 no
agency except the state has aver cdu-
Gated the mass OF the children; ca
lIlCIcIOIC Jul Sltlt HluSJ CuuCdlC us
children or perish.
Ani0nas: % All effect and perma-
nent reforms must M with the
children; (2) all social political and
ecclesiastical forces and forms take
their complexion from the character of
individuals.
Our objects: Q) To convince our
people that we must have efficient
schools for the children of the masses
in our state; (2) to put competent
teachers in these schools and keep
them at work; (3) 10 put and keep all
the children of the state in schools for
Il reasonable time.-1He ARderSOn
NeWs, Kentucky.
In this age of productive industry,
when the varied forces of nature are
brought into the service of man and
utilized by his inventive genius, and
the methods of workmanship must be
ever changing with the progressive
spirit Of the times, the education most
necessary for our youth is that through
which they derive the knowledge and
training that will be an efficient
groundwork for the truly practical ed
Ccation TO come further IN in life, the
culture of the human faculties that
will serve as a basis for the directive
power needed to enable them to Crap
pie successfully with the shifting con-
dition OF the age in which they live and
move. In q free state and free nation
like ours, whose institutions exist and
are regulated by the will of the people,
and in which the youth going ont from
schools of this kind are to become in
iluential forces, the education they es-
sentially need is that which tends di-
rectly to intelligent. loyal, and useful
citizenship.-hapt. w. u. Waterman,
Taunton.
Permit me to Icy before your read
ers what | deem the teaching process:
J.. Secure the attention of the pu-
pill; without this there can he no teach
Ing.
2. Ascertain, if necessary, the ex-
tent of the learners knowledge of the
object or subject.
B. Stimulate the learner to investi-
gate the object or subject.
4. BY recapitulation fix the knowl-
edge in the learners mind in q logical
order.
D. Keep the teacher in the back
ground, and seek to render him USE
less, letting the learner do the work;
for the end of teaching is to enable the
learner to do without n teacher. and
become. if need be, a guide to others.
6. In order to do this the teacher
must put his soul into the work. at
takes a soul to move Il body" at
takes a high-souled man to move the
masses. NJ. N. Dauid, IN ". Va.
School Journal.