Wood County reporter. [volume] (Grand Rapids [i.e. Wisconsin Rapids], Wis.) 1857-1923, 1888-09-06
EDUCATIONAL.
"A summary of the Principles Involved In
Teaching Geography-yaIuable
Hints for Teachers.
The Examination and Promo tion of Teach
ers-A Word on the Subject of
Nervousness and Cramminc
GEOGRAPHY TEACHING.

oh lAlS ouOJCOO Sd ".
Old Roger Ascham in his SchOoEnQs-
ter described his ideal student and
teacher as ..Philoponos, that one who
hath lust to labor; and Zeteti5os, one
who is always DESTROYS to search out
any doubt, not ashamed to learn of the
meanest, nor afraid to 90 to the great
est. till he be perfectly taught and fully
satisfied"
"a teacher said Edward Everett,
fought to know of everything, much
more than the learner can be expected
to acquire. The teacher must know
things in a mastery way, curiously and
nicely and in their reasons. He must
see truth under all its aspects, with its
antecedents and consequents, or he
cannot present it in just that shape in
which the young mind can apprehend
it. He must, as he holds the diamond
up to the sun, turn its facets round
and round, till the pupil catches the
luster."
Education is both an art and a
science. The art of education deals
with the methods; the science of edu-
cation. explains the principles of teach
ing. Daily work in the schoolroom
gives experience in the art; reading
Sully, or listening to some of the great
lectures OF, psychology or pedagogics,
increase ones knowledge of the science
of teaching.
The old adage, Knowledge is posOer,
is never truer than in the work of
teaching. Alas! how often have teach
ers tried to deny the truth of this say
ing in reference to geography; and how
often have their dismal and cruel fail
ures testified to the general correct
ness of the adage! Exact, full, COM
plete knowledge of the subject gives
the teacher that self-confdence neces-
sary to the best presentation of infor-
nation, makes him court questions;
makes him broad-minded, able to make
comparisons, to express decided opin-
ions if necessary, and, best of all, con-
fers the power to stimulate by uncon-
scious example the desire in the students
to learn more of the subject.
Fitch says, '"The moment any man
ceases to be a systematic student, he
ceases to be an effective teacher
Constant study keeps the teacher in
sympathy with the pupils, makes him
more patient and more willing to ex-
plain. His example encourages them
to work faithfully as nothing else will.
Geography is not an exact science,
like arithmetic, which may, perhaps,
be once learned, and learned forever.
Geography is constantly charging its
scope and changing its facts as the
world progresses. Hence the live
teacher must make fresh preparation,
or teach legendary geography, as is
really being done all about US by the
servilc users of most textbooks. Com
pare the productions and exports given
for various countries, in many geog-
raphies. and the facts given in the
United States Consular Reports, and
notice the differences.
If the teacher has made this careful
preparation he will be ready to en-
courage a certain dignified and free
intercourse between himself and his
class, such as will lead them to ask all
kinds of questions upon the subjects
under consideration, and also to i'm
part information acquired at home, on
their travels, by extra reading, even to
present opinions of authors and books,
and to give reasons for the same. No
greater mistake can be made by a
teacher than to hold himself so far
above his pupils that they do not dare
to be familiar enough with him to seek
explanations of things misunderstood.
ALI proper questions should be well
come, for nothing shows more conclu-
sively good attention than the asking
of pertinent question at the right
olu tn a
question might be, 'Look in the die
tionary," sin the gazetteer" or Sin
the geography"
Teachers can in short time educate
a class to exhibit this confidence, by
refusing even to laugh at mistakes, or
to allow members of the class to laugh,
by refraining from sarcastic remarks,
and by approving all efforts made by
the pupils in the direction recommend
ed. Whenever pupil gives some fact
unknown to the teacher he will wisely
acknowledge his ignorance and COM
mend the pupil who has taught him
something.
AS long as the present foolish and
expensive method of teaching pupils in
large classes of fifty-six members is
adhered to by school boards, under false
ideas of economy, the teacher is prac-
tically prevented from giving much
individual instruction in the regular
time for school work. He must work
with the class as a unit, not to the
brightest ten, not to the dullest ten,
but to the ability and understanding
of the middle section of the class.
Some teachers make the mistake of
spending most of their time and energy
with the slow and dull pupils. Such
course is entirely wrong, because SO
unjust to the bright members of the
class. The teacher must not under
take to supply Deficiencies of brain.
In every class there will be some who
can never understand, never remem-
Der, never be as accurate as ordinary
children. Such pupils can never be
perfect, even if they were placed under
the most favorable circumstances of
having a teacher all by themselves.
After the teacher has adopted this rate
of progress and simplicity of explana-
ton to the ability of the average child,
and made him understand, he should
part and the best part of his class,
which together constitute the majority.
AS classes differ year by year, a
teachers progress will vary in different
years, and his methods change, in de-
tail. at least. The wise teacher studies
his class as well as the subject to be
taught
EXAMINATIONS AND PROMOTIONS.
At the recent meeting of Ohio Edu-
GATORS at Sanduskv- Ohio. Sunt. F.
Treudley of Youngstown discuss ed
this question in all its bearings.
He assumed the case of ward school,