The Portland daily press., 1888-06-28

object of the teacher is to direct thought,
shape character and beget enthusiasm on
the part Of our youth.
The relations Of mind and truth are mutual,
inter dependent. All men delight in pro-
ductiye labor. The teacher, as an artist, un-
dertakes task not possible to be accom-
plished in any other field of labor. The
teacher seeks ito paint picture so that it
shall go on improving, instead of losing as
the years roll by What shall be taught?
This is vital question. We would not
answer it in detail by saying, teach arith-
metic, spelling, reading, geography, DC.
These are valuable enough aud are all IN the
curriculum of our public schools. Wewould
not answer in quantity, /. e., so much in
| such time, but in method and matter teach
| that which will lead to love of study, which
will give a thoughtful and disciplined
character. No mechanical purchase on the
mind can be obtained before the mind,
| through curiosity or self-lnterest, begins to
| desire that kind of knowledge. Therefore
| there must be that enthusiasm and personal
| energy on the part OF the teacher which shall
| awaken love for study and desire for knowl-
| edge, as a first requisite. This desire and
| love for study can be awakened.
| /. BY making the instruction thorough.
| All learners, be they young or old, earnest
or Indifferent. have great sespect for thor
| oughness, and sooner or later will learn to do
and be influenced by it. This thorough
| ness will embrace clearness, completeness,
| harmony; those things which are born of in
| cination to the truth thus presented, which
brings the intelllgeneeer into o, will,ng sablec-
| our intellects, so our hearts never bow but
| to superior worth, nor do they fail of alleg-
ance then. AS we speak not only of intel
| lectual mastery and enthusiasm, but of a
heart for the work back of all intellect,
teachers need to know assuredly that be-
meath all effort, however brilliant, is the hu-
| man heart Great thoughts are good but not
| so powerful. as great heart
The impression of heart experiences Is
| simply thrilling from the teacher to the
taught Every idea of growth in character,
| advancement in thought, is humaniZed, takes
| hold on life when it is sent out from heart.
| A heart nerves us as much as thoughts.
When true love for the work of teaching
| adds heart to brain, then all learning has
| soul, deeper language
So l claim that the teaching which is thor
] ough brings not only training, intelligence,
| but heart, and so commands respect. Thor
ough instruction thus planted will surely
| sprout.
| 2. Instruction should be not only thor
| ough but attractive. The neck of the war
horse isclothed with beauty as well as with
| power. In other words, corelatiye to the
thoughts already named there must be un-
ion of the strength of Truth with the beauty
| of love. Therefore The teacher should know
what he attempts to teach. To teach is to
| jnfuse, to a certain extent foreign opinions,
and we cannot explicitly evolve, what has
| acquainted with Mammoth Cave is not trust
| worthy. A mule that knows his way is bet
| ter than driver with his coach who is
stranger to the road. And yet the attempt
to communicate is an important means to-
ward the attainment of knowledge. 1t is
| like the attribute of mercy blessed in giving
and in receiving. "While nursed the fire
| burned" so when endeavor to communi-
teacher ever had attention unless he be mas
ter of the subject in hand. The law of the
| universe is that the lesser body shall revolve
around the larger. And the teacher must be
the larger body. Earnestness seems a re-
spectful bearing and united with intelligence
it has great protective power Moderate
| abilities thus directed may reach the verge
of sublimity in success-it prompts to higher
energy in preparation. PericleS was accus-
toned to say as he went to the General As
member you have to speak to Athenians to-
day." "Ironsides," the English Reform
er, being taunted by the cry: "Oh
you are going to read your piece, are you?"
1 have not thought about" Attractive teach
ing must be first. 'Why do you so constant
ly study the lesson, when you have for so
many years been teaching?" was asked of
drink from a running stream rather than a
standing pool was the reply. Thus equip
ped in mind and heart-thus energized-how
shall instruction be presented? Shall the
| IndHutT " uludcIlC OF lnuucIlf6.
or interrogatiye? The former when talking
to trained minds-the latter when to less ma
ture minds. In the first plan the Instructor
aeeus,aoo 60 irnow md 20 communicated. In
| the second plan he may assume not to know
| and with the pupil work out a solution. 1t
| is not an answer simply that is sought, but a
solution of problems which will lead to a So
luton of other problems. And the real life
and joy of instruction comes when this self
solving power Is gained. That is the mind
of the learner be skilfully drawn to the sou-
tion of the difficulty, and so drawn as to in
crease self-respect and dignity. What do we
question for2 Plato used to question to con-
found. He would. first convict of error !;
would induce self-depreciation and not self
respect. This is not the teachers purpose.
He would find out Q) whether the lesson has
been fairly studied (2) what is the disposi-
tion and tendency of the mind; (9 to guage
the knowledge acquired, and (D to direct
the method Of arriving at correct conclu-
sion.
In fact, the great thing. for pupil is not
simply knowing thing, but knowing where,
when and how to know it. The true method
to pursue will come to one thoroughly in har-
mony with the work of teaching.
But to love work will not bring one in
harmony with the work. The workman
what profits this advanced training of teach
ers? 1t is not far to the answer.
/. A trained workman can do what with
out such discipline would be impossible
| NC uduu budb Cdll tidDSlcI 1Oul ldCc 10
picture and make your image speak on can
vas must be trained hand. So the teacher
disciplined by toll, study and grace, can
reach, can turn, can edify such, whom other.
wise lie could not influence
2. The trained workman exceeds the un-
, trained in the amount of work performed
! Discipline flowers out in that exquisite in
tuition and tact that leads teacher prompt
ly to approach difficult subject and find the
light and open a way for others. 1t enables
| tn 0ftank q cIIhiaat with fu1l xuall
yeloped energy, and not mar it. See Mich
ael Angelo with his chisel, scaling from the
block OF marble more at every blow thar
many lesser workmen in a long time of timid
hammerlng. Such was the impetuousity and
fire of his work that it would seem that he
would spoil the whole block. His blows
brought him down to the very line and on
the borders Of irreparable injury, but he
never spoiled the block. He was the master
striking right home to his task.
So appeal to you teachers, whatever youl
+ experience or training, you are yet to pre-
pare for your task as Angelo did for his
sculpture. You do not work in parian mar
BILE; that will perish. You are not toiling il
brass; that will wear smooth. You are mo-
rearing national temples; they, at length
! will crumble. But you are working OF
sculpture, on lives-immortal souls, to in
spire them with truth, intelligent effort
character-building, usefulness, and the tru,
2 Christ spirit. If You do your work well, yol
! | will engraye on these tablets something
which shall brighten to all eternity. Thi
teacher must thus be thoroughly trained
skillful in mind and heart, and also thor
| oughly kind. Youth are influenced much b,
what they think of their leaders While yol
will not forget that you are TO search anC
. know your pupils, you may forget that the,
prove you, and know you, and have opinions
| of you to be lasting. More than what the,
gain from you in learning, will be the in1u
ence upon their character, what they thinl
! of you personally. While you watch then
| they also watch you; the relationship is mu
= tual.
: / then urge you to bring intelligence, devo
t | tion, method, skill, with cheerfulness il
work to this great profession. Such thing
are the price of success.
At the close of Mr.. Daniels's remarks, tn
diplomas were awarded by Mr.. Dunn to tn
following young ladies: Misses Isabel Rob
inson. Grace Burrowes, Sadie Carl, Am
> Furlong, Josephine O'Connor. Frederik
| porkc Emmo Chirlav