The Iola register., 1889-02-22

80 incomparably increaeed that it is
impossible for any one to hold them in
mind; nor would it be desirable could
it be done; for our books of reference,
containing all these facts and data, be-
sides thousands of others, have 30 null
tiplied and have become SO cheap that
all may have access to them. 1t is
therefore wholly unnecessary to store
away any other facts than those con-
cerned in the proper development and
training of the mind. But pupils must
be taught where certain facts in his
tory, biography. science, art, and lit
erature may be found. They must al
so be taught how to find them. 1t is
Just as important to know where to
find these truths as it is for them to
find the necessaries of life; and by a
judicious use of the school library the
pupils will unconsciously come in pos
session of this knowledge.
7Hird.-The library shonld be used
as a means of q broader outlook than
tert.books afford.
From the use of a single author on
any subject there is tendency toward
narrowness of mental view. How Oft
en- have we seen this exemplified when
change in textbooks has been made.
How quickly are the pupilssup in arms
agsinst the newcomer, simply because
they have found something in it differ
ing from what they had learned to re-
gard as infallible in the old. The
daily use of the library will serve an
invaluable purpose in begetting dis
position on the part of pupils to look
at truth from all sides. Those who
have used only one little book, may
easily learn it by heart, but they are
like the man at the bottom of the well;
he can see stars at MONDAY, but is
painfully ignorant Of the simplest
facts in his immediate vicinity.
FOurth.-The library should be used
as means to cultivate the spirit of
inquiry and investigation.
Children are naturally inquisitive.
They are full of interrogation points.
Without this element in human ma
ture, teaching would be an impossible
art. In proportion as children are in
quisitive,-have desire to know, is
there an opportunityto educate. Shame
to the parent or teacher who offends
these little philosophers by thrusting
them to one side with the common.
place remark:-"Don't bother me with
your questions" Woe be to him who
checks the inquisitiveness of little
child, for in 80 doing he puts ont the
vital spark by whose little light the
entire road to success must be illumi-
mated. A disposition to know and to
search for the truth, is more to the in
tellectual life of child than was the
clue of Ariadne to the physical life of
Theseus.
To cultivate this disposition and
give it proper direction is one of the
most imperative, yet one of the pleas
antest duties of che teacher; and no
better means can be employed for this
purpose than the school library. IT
furnishes untold opportunities for fast
ening the true spirit of the philosopher,
and leads the pupil grandly out of self
into the broad domain of nature.
Fffth.-T0 give Inspiration.
1t is this part of my subject that l
wish to emphasize. just a year ago a
paper was read from this rostrum en-
titled, Education an Inspiration, not
a Drill" I would that this sentiment
could be engraved upon the heart of
every teacher in christendom; Educa-
ton an inspiration, not a Drill. This
is the keynote of all true teaching.
What is it to educate? Is it to stand
before the class and pour into the will
ling ears of the pupils the bricklets of
knowledge all carefully nodded. press
ed and burned ready for use? Is it to
sit in mastery silence while the pupils
with delightful fuency, pour forth into
tn. surfeited ear of the teacher, the
pale moon-dried bricklets which they
had just picked up from the Textbook
ten minutes before?
Is it to stand before the school and
by a majestic presence, overawe the
pupils into studying their assigned
tasks, regardless as to whether they
are feeding on ideas or mere word
forms?
Is it to secure effort OH the part of
the pupils by inviting them into the
"Borderland of Bribery ,"-then draw
ing on their selfish propensities by Of
fering them merit, marks, prizes, pres
ents, and class honors? Is it to cali
out the classes with military regula-
tions, have them assume an attitude
with mathematical precision, and serd
them to the board to perform opera
tions with simultaneousness of action
requisite to render the oratOro Of The
Messiah" with thousand voices.
Is it to grade the pupils SO precisely
that when they have completed the
prescribed course of study they shall
resemble each other as closely as peas
from the same pod?
Is it to make the educational tread
mill run so smoothly that there shall
be no creaking, clatter, nor discord.
until every heart throb of individuality