Walker Lake bulletin. (Hawthorne, Nev.) 1883-1926, 1889-11-27
SYSTEM i'm TEACHING.
How to Make It Useful Wholesome and,
Best of An, Esedeeming.

Best of Az, Redeoming.
System, system, system; all is sys-
tenn, says the lagging. desultory
teacher. System, system, system; We
have nothing but system, We eat by
system, SO many times IA day, and ut
such and such hours. We sleep by
measurements. We dress by rule. We
must get all our gala days in before
Lent and crowd our summer pleasures
into two small weeks and keep pace
with this ceaseless, cIocix-lilSe ciinlxinr
round of system; and then to add the
final cap-stone - the Sunday-sehool
specialists have caught the spell and
cry system, system, system" And SO
it is, and SO it will be. The successful
teacher will have system. Like the
universe about us, every thing that op-
crates harmoniously runs by system
not in ruts, but by Il wholesome, gem
erous, life-infusing system.
System in preparation is essential in
securing well-digested teaching ma
terial. Contact with the ideas that un-
derlie every lesson will produce IDEAS
upon the lesson. A habit of going reg
ularly to the fountain will keep the
teacher desiring to go. 1t will pro-
duce q necessity of going, Many
teacher looking at the topic produces
a talk. It We're better to talk over the
lesson and produce a topic. Topics
born Of careful and systematic prepara-
tion produce teaching points, and
teaching points are rivets of truth
which can be fastened inside and out
side of the students life and character
System in preparation will produce
material and power in teaching
One must not have all system
husky, unserviceabe system. General
Braddook, who attempted to fight the
Indians near Fort Du Quesne, used
system without sense, and his army
would have altogether perished had
not young Washington covered the re-
treat with @ sensible system of eau
ton and bravery. System in prepara-
ton and teaching is like q foundation
and framework in building--it consti-
you ore going to spread the lasting
effects of truth. And again, system in
teaching has another likeness to foun-
dations. 1t suggests that the in
structor begins with what the pupil
already knows, and from what the
pupil knows, direct to what may be
new and unknown. This might be
illustrated ia the lesson on s'The Timid
Woman's Touch" by referring To dis
cases that are common among people
"a sore upon the hand. patch of
scrofula work up the conception
of a running sore lasting twelve years
in it's ravage5, and at length cured by
some sl1illfGl physician Then de-
scribe 5l i1eiTorrhage Of the lungs, or
nose, or ears, lasting twelve years, ard
hea'ed by Christ at once. Then pirt-
,ire the analogy Of sin-the multiplicity
and duration of its etTects-and the |
one undeniable and solo magic power
to save-namely, Christ. In propos-
ing q lesson always arrange tho teach
ing points SO as to increase the utter
est ut each successive step. and make
each point or illustration or applicG-
ton have the same effect, If possible, !
as the closing events in story given
in parts, SO that the pupils anticipa-
ton will be sustained to tho close; or
SO introduce the teaching points as to
make similar eject to the successive
strokes of d crayen Ia tho hands OF an
artist. to bring into completeness tho |
picture, which at first was only an out.
lino. Do this, and system in teaching
will be useful, wholesome, rgssvsaming.
Chicago later Ocean.