The Iola register. [volume] (Iola, Allen County, Kansas) 1875-1902, 1889-01-25

ergy, snap, and animation. If I were
to choose as teacher for my children
between one, wide-awake conscientious
sympathetic, but having limited schol-
arly attainments; and another as wise
as Solomon but lacking in enthusiasm
and sympathy, I,-no, let me say we
and IRE will include every parent in
Allen county, will take the former.
Deliver me from the teacher who is all
intellect. whatsoever thine hand
findeth to do. do it with thy might"
Surprising the teacher to be ia the
condition, and to have the qualifica-
lions as above indicated-we proceed
to fire
CHARGE THIRD.
(Aimed at the second element to be considered
namely, the pupil
With sthe pupils of the primary
grade no difficulty is anticipated; but
with those who are advanced, and es-
pecially among those who have been
in the habit Of standing up in row,
and spelling, and missing, and going
up, and going down, you will probab-
ly find such change, for while un-
popular. Pardon the reference, but
the writer often in Imagination goes
back to the hemlock-covered hills of
Pennsylvania, and he seldom fails to
visit the old school house about which
many fond memories cluster; and
among these. not the least is the old
spelling class of about twenty boys
and girls, which ranged itself across
the room every evening. Judging by
his own feelings, the writer has no
hesitency in saying that change in
the make up and stand up of that class
would have been accomplished like
the flight of Kansas to the stars
Through difficulties" If this has
been the arrangement heretofore 10
your school, and you wish to know
how you can get those large boys and
girls to sit patiently and tell in their
own words on paper-"What the cat
doesn-"How many horns the COW has
and where they are located"-or to
write in prose the story of "Mary and
Her Little Lamb" without a murmur,
| confess 1 can't tell you, and /
wouldn't if I could If that is what
you understand this change to mean
Don't make it.
do not understand it so. 1 under
stand it to mean, that We can and
ought to give the children written
work to do the very first day they en-
ter school, and every day thereafter as
long as they remain, and lots of it.
That We ought to insist that every
word in thAt work shall be core city
made That we can and ought to
teach them never to guess at the form
alton of a aUord;; if they do not know
how to make it, let them find out be.
fore attempting.-That We can and
ought to have them write such work as
shall be suitable u their intelligence,
age, race, and previous condition OF
servitude.-That we can and ought to
see that this work is such as shall de-
velop the faculties of the mind and not
such as shall retard their growth
That it shall be stimulus aud not a
clog. The conclusial being, that il
these things are done, spelling will
take care of itself.
"But the trouble is, things are as
they are" "Here are large boys who
have scarcely ever written a sentence
of their own, who think it is beneath
their dignity to give much time to any
thing but arithmetic" "How are you
going to manage them?"
Yes, 1 see those large boys and see
those girls, and 1 see many other
things that "are as they are" diseased
minds are as plentiful as diseased bod
les, and were L learned doctor, and
the limits of this paper would permit,
I would give you diagnosis of each
case, and prescribe its remedy, but be-
ing simply student, L cannot do so
much as that and will only advise you
to bring in your tact, your persever-
anee. your patience, and mixing them
together in the sparkling wine of 20 III
enthusiasm, make tonic, which, if it
does not produce perfect cure, will at
least alleviate the ravages of disease.
But you have some little children in
your school whose minds and hearts
are still as healthy as their bodies;
shall you not earnestly, thoughtfully,
patiently, perseveringly, strive to
keep them SO?
| CHARGE FOURTH.
(Aimed at the third element to be considered
| that is, the parents; also intended to answer
the question foond in the lefthand barrel of my
| subject
Your success as a teacher depends
largely upon what the parents of your
pupils think of you. 1t is your duty
to cultivate their acquaintance, and to
strive to obtain their friendship and
good will.
How often your acts and words are
misrepresented! How many times
you are misunderstood, and your mo-
tives m:strusted! How many times
you are disheartened because-strive
as hard as you may to do what your
conscience tells you is the right thing
to do, you find that had you been less