The Dillon tribune. [volume] (Dillon, Mont.) 1881-1941, 1886-10-22


looked up, SO that nothing is merely learned
as a meaningless expression. Teachers
should enieavor to know everything pos
sible so as to explain and awaken AT, inter-
est IL, the work, and should never be salts
fled to know only that which they are
obliged to teach a teachers success
should not be measured by his knowledge,
nor his ability to impart the same, so much
knowledge We should not think it our
duty to fill to safety so much as to create
a thirst tor that which we give not II
would be impossible for the years spent in
school to suffice for all study, but If they
have created a habit Of study and a love
for good reading and knowledge OF books
OF reference, SO that the student knows
where he may find any valuable intorma-
ton, they have done more than the col
leges, which turn out graduates with the
idea uppermcst in their minds that there is
nothing more for them to learn. While
pupils are working main!v in the lessons,
| they should be encouraged 10 get all the
information they can from the passing
events Of the day and to keep better in.
formed upon the events of interest Of the
present time than upon things of the past.
A good way Of doing this is to allow
recitation to be omitted occasionally and
the time be given to the discussion Of any
news of interest. Almost any child Of or
binary pride will soon make an effort to
find out something new. In this way the
teacher is often as much improved as the
pupil.
Many teachers worry unnecessarily when
their pupils are doing we'll. We, above all
others, should learn to be patient. Never
give the children too much to- do, but al
ways insist on the very best work possible.
We should remember that true education
must come by growth and can not be the
work Of a day, and that discipline of mind
and body, which are to fit the child for
active life, and not merely the knowledge
gained, is the reward of his study.
FEW JOTTINGs.
Mrs. Taylor, who has charge Of the pri-
mary pupils, read an interesting paper upon
the work in her department. We regret
that we have not space to publish i, in full
She took the ground that originality in
teaching is worth more than cut.and. dried
methods which are but feeble imitation
of some other PERSONS originality, and that
frmness with patient toll and cndeavor is
the only method Of managing the little
children.
AS am teaching the primary depart.
n,ent Of the Dillon Public School, sup
pose | am expected to say something on
that subject. That field however has been
50 thoroughly grazed over, that don't be-
lieve could possibly make one original
suggestion. Still l will say this much, l
positively have no methods in managing
little children unless it be this: really
like them and somehow it doesn't take the
little ones long to find it out. When that
is said, all is said Even the noisy girl, or
the inco.rigible bad boy, I may have to
teach a saiutary lesson in the first place, to
convince them that they must obey; then
if am upheld in my government by the
parents and guardians never have very
much trouble with them afterwards.
soon win their good will and of course
easily control them.
The little ones any way are an interest,"
ing study. Their petty disobediences are
seldom meanncsscs. Their careless mirth
and noisy fun are really nothing more
than the exuberant boiling over of Young
happy life, and who would restrain them
any more than is sufficient to teach them
in school.hours: As to my manner Of
teaching, very soon understand every
child under my control and adapt my
teaching to his Intelligence. AS to my
ability OF advancing them rapidly in their
studies and rendering them thorough as
they go, say nothing. l leave the
results to be judged when the work is ac-
complished "Iheretorc by their fruits We
shall know them! do men gathe, grapes of
thorns, or figs OF thistles:"
II was tritc saying OF Michael Angelo,
the immortal architect OF st. Peters
Church at Rome. "that trihes make per.
fiction, but perfection is not a ,ritie.' So
in every business and profession OF life
whatever is worth doing at all, is worth
doing we'll. But, fear me-, none of us
profit very much by the experience of
others. 1t is our own sad nishaps and
miserable failures, that teach us in their