Custer chronicle. [volume] (Custer City, Black Hills, D.T. [S.D.]) 1880-1890, 1886-12-25

NOlDiuSlOHs. Iuplts SnOulu nc laugnb
s~elf-control. He thought too little was
afforded it in the school room. The
graduate often knew not where to turn
after leaving school, because he had
not been taught the self-determiuino
force of a free, firm will. Dwelling
upon the narrow, belittling, feverish,
restless struggle on the part of pupils
for rank, which he characterized as un-
worthy motives, Mr.. Rowland was
greeted by a genuine applause Many
Of the best books he considered beyond
the comprehension Of pupils; but a de-
sire for the best could be awakened by
the teacher. Much stress was laid upon
physical culture. The absence of
healthy farm labor he considered n mis-
fortune. Healthy, enobling labor was
referred to as ballasting our thoughts.
Mr.. Rowland believes in character
development rather than character
building, and had faith in the efficiency
of u public schools 10 do it. The
teacher should exert IA sympathetic,
manly and womanly influence, through
a patient self-control and a loving ex-
ample of appreciation. Pupils natur-
ally Looked upon teachers as superior
beings. The teacher should be consid-
cred happy-yes, thrice happy-who
could change this admiration to love
and a coniiding trust. Untruthfuluess
in children was not necessarily n vice.
Much of the eXaggeration on the part
of children came from listening to mar
velous nursery tales and the reading Of
harmless fables. He must be taught
that it is disreputable to lie, and that he
should be wholly honorable and up
right by precept and example. The
s%acredness OF property subject upon
which philosophers are not agreed
must be learned; the first oflense should
not brand the child rs n thief. He
tights-why not, when statesmen re-
sort to the same means for settling dis
putes? The teacher has the power to
sink or save the boz. Compelled obed-
fence was for the OK, not for the child.
1t should be u willingly cheerful com
pliance with what is for his good.
The experienced teacher should find
no difficulty in her pupils; her time
should be given TO something better.
The teacher who, after considerable ex-
| perience, still found it difficult TO gov
ern her pupils, should 90 elsewhere
| apply herself to some other vocation.
The teacher should inspire the pupils
with such loyalty and devotion to duty
that they will govern themselves.
Social relations of the school should
be an important factor. The boy
should be taught true courtesy, and the
girl graceful manners. Less pupils 10
a teacher might afford more time on
the part of the teacher. but it also af-
forded less scope for patient forbear-
ance and mutual concessions.
NOTES.
1t is best TO make but few rules
Page.
Geographical facts, as a rule, have y
value of their own.
Years are usually spent in teaching
reading to a little purpose, simply be-
cause no thought and interest are
awakened in the subject,-Phelps.
An idea is an experiment proposed;
an experiment is an idea realized. In
stinct harmonizes the interior of ami
mais; religion, the interior of man.
Alcott.
Whatever the school does, the fact
remains that nearly every child learns
She alphabet. 1t is usually known be-
fspe the child goes to school at all.
Teach arithmetic because tie knowl-
edge is necessary, useful and available
fot everybody, and because the study
brings into play and exercise such
powers and capabilities as will serve
"a real educational purpose"
If you want children to speak cor
rectly, present occasion for thinking.
Let them express their thoughts in
words; and, when far enough adj
vanced, let them read the science of the
English Observation-Disclosures.
Make provisions at certain intervals
for an Evolutionary tournament, in
which some animated dialogue or dra-
matte scene is recited in the hearing Of
the class by some of the best scholars
who have taken special pains to pre-
pare i'll. G.. Fitch.