The Mankato free press. [volume] (Mankato, Blue Earth County, Minn.) 1879-1924, 1886-01-08

with the teacher. In other vOcations
the work is usually examined before it
is condemned, but no SO with the teach
Ell. If the persons who are so eager to
find fault would take the pains to inves-
tigate before starting evil reports, they
would not find so much cause for talk
ing. An honest criticism will never do
any harm, but a chronic faultfinder
never does any good Normal Mder.
Let drawing be the industrial training
to be given in every grade, until some
| thing else has been proved to be practi-
cal. To go beyond this would be enter
ing u very broad field. For the present,
it can be safely asserted, that when we
have given our boys and girls u
thorough training in the ordinary COM
mon-schOol branches. including draw
ing we have furnished a proper basis
upon which. under the supervision of
parents. might resi- II solid suparstruct-
ure of industrial education. -.Sapt. u.
i. Wright.
II is idle TO say. But children prefe,
fiction 10 fact" Tot mt all; they prefe:.
fact TO fiction. il il is only made equally
interesting. The test is this: Tell a boy
a story. which he supposcs TO be true,
and then disclose that it is all an inven-
ton. If the boy preferred fiction to fact.
he would be pleased. Not at all; he is
disappointed. On the other hand if,
after telling some absorbing and mar
velous tale. you can honestly add, my
dear child, all this really happened to
your father when he was little, -
the child is delighted.-COt. Hgginson.
Children very often enter the school
with evil habits already formed. When
such is the case habits must be de-
stroyed. 1t may be slow work, but they
must be removed. and correct habits
formed to take their place. In all
teaching special attention must be given
to the inherited characteristics of the
child. When the tendency Of the child
is toward the right, all that is nccessa-
~ is encouragement; but, when the
tendency is toward the wrong, old hab-
its must be destroyed and new lei
formed. The mind of q child when it
enters school is not like a blank piece of
paper. Something has already been
written there, and the wise teacher will
read what is there recorded Journal
Indea.
The true end of education. OF what
even kind, we must set steadily before
us. There are some who wish to know
that they may know: this is base curl
osity. There are some who wish to
know that they may be known; this is
base vanity. There are some who wish
to sell their knowledge; this is base
covetousness. There are some who wish
to know hat they may edify; this is
charity, and those who wish to be edi-
fled, and this is heavenly prudence. The
object of education is that we may learn
to see and know God here and glorify
Him in heaven hereafter. "-irchGishOp
Farrar, at Johns Hopkins University.
1t is well for the teacher TO keep con-
stantly in mind the essential fact that
the children under his are have rights,
which are of the most sacred character.
First of all they nave the right to be
loved. We do not say. merely. that if
the teacher loves his pupils good results
will follow, and. if he does not exercise
this love he can do them but little good.
That goes without saying. The impor-
tant thought to bear in mind is that the
children have a right to this love. 1t
will be Il moral crime for the teacher to
withhold an ~affectionate regard for them.
He is IN loco PARENTS. and even the low
code of morals among savages recog-
nizes the absolute right of the child to
love from the parent. And he who cam
not both feel and manifest love for the
little ones under his charge has no right
to put himself IN loco PARENTS.