Sacramento daily record-union. [volume] (Sacramento [Calif.]) 1875-1891, 1890-11-30
TOPICS FOR TEACHERS.
An EDUCATOR CgITICIsEs SOME OF
OUR SCHOOL METHODS.
A Paper Rad by C. v. Osborne Before
the Late Coanty Teachers
Institute Here.

name?n Perhaps you will be led to say
What's in a subject?" for do not presume
that shall come up to your idea Of wha
should be said under the head of "Peda
gogics." In fact, I think it might be better
to have chosen less pretentious title fol
talk on matters CT common concern, bu
of vast moment.
The Law provides for the yearly meeting
of the county teachers, and also provide:
for their instruction by some educator who
is generally from abroad. Occasionally
however, some home teacher is ssndwiched
in to fill an otherwise unprovided for chink
in the days proceedings.
That is just nov my situation, and, like
a boy with an old shotgun. do not expect
to bring down any very big game, but am
going to fire away. Most OF Us are moi
educators; we are only teachers-everyday
woikers in the common schools.
With sill due Difference to professional
educators, I think you will agree with me
that what many OF them say evinces de-
sire to say something fine and lesrned
rather than 10 minister to the actual needs
of their hearers. 1t IS
FAvoRITE SAYING WITH US,
In referring to The origin of our public
schools, thar our ancestors "buil6ed better
than they knew We are proud of our
system OF education, and assert, without
any qualification, that upon il rests the
perpetuiiy Of cur governmental institu-
tons.
II might be we'll for Us to pause, some.
times, and consider whether such asser-
lions are not open to just criticism. Some
of cur educators that delight in eulogies on
their chosen profession, have learned to be
q little cautious. and little less extrava-
CANT in the use of hish-sounding phrases
and unqualified praise. There is no ques-
ton, suppose, that
THE EDUCATION OF THE MASSES
Is necessary to the long continuance of our
form OK government. But what kind of
education? That is certainly a pertinent
and proper question. Is what is commonly
denominated the higher education, neces-
sary to good citizenship? say no.
l do not mean to imply that higher edu-
cation is not desirable; but, however de-
sirable, it is certainly not practicable on the
part of the many; but even if so, still l say
it is not necessary to good citizenship
When questions of state are to be discussed
and settled, to whom do we appeal? To
whom do we look for leaders? Certainly
not to our learned mathematicians, as a
class; certainly not 10 our learned linguists,
as a class; certainly not to our great botan-
lists, or astronomers, or metaphysicians, as
q class. Does our own early history furn-
ish an example of a greater leader or a
safer counselor than Washington
THE PROPER EDUCATION.
His early participation in the asperities
of war for babe anything more, at most,
than a liberal education. Does the next
half century furnish a more unflinching
patriot than Andrew Jackson? He was
not even literally educated. Does the last
half century furnish a character that is
comparable in magnanimity, in chivalry
and in far-reaching craftsmanship to the
martyred Lincoln? Chill penury, which
met him on the very threshold of life,
forbade his obtaining more than very
meager school education. What ed
good citizens? For good citizenship
is essential to good Government, and
only q good government can long stand.
Some OF the requisites are honesty, honor
and truthfulpess. But these depend far
more on home training and home influence
than they do on the school. In fact, the
foundation for these is laid before the age
at which tie child should enter school.
The teacher may strengthen them by ex-
amples as they come up in the school work,
as we'll as By precept; but il is decidedly
uphill business for the school to undo the
work Of the home.
Right here the enemies of the common
school either willfully or ignorantly make
the illogical mistake OF laying at the doors
of the schools the
LACK CT MORALITY
In the after life of the pupils. That idea,
carried TO its logical sequence, is tanta-
mount 10 saying that the child, when he
enters school, is like lump of clay in the
hands OF the potter, TO be nodded at his
will; or like a garden on which never a
seed of any kind has been allowed to fall
The disposition and tendencies of the
child are largely prenatal, as every psyc Aol-
ogist and biologist well knows, and all the
schools and teachers in the world can only
give direction to these tendencies.
We are not to confouud mental growth
with moral growth; the two are entirely
distinct, and either may take place without
the other. To make the best citizen, how.
ever, they should grow and develop to-
gether. When there is no moral growth
the child becomes man devoid of honesty
or honor. When there is no mental growth
he becomes
SORT or HARMLESS NoNENTITY-
A member of society without any force in
society. In needs no further argument il
proof of the proposition that morality i:
one of the requisites of good citizenship
and hence of stable government; and
think i: will be conceded that the home
Which has the child from infancy to ma
turity, hes far more to do in this part of hi:
education than the school, which has hin
for only part OF few years at most.
Then, what is the part of the school II
educating the child for his place in society
in The State and in the nation?
Besides the phase of the matter already
considered, in which it is obvious that thu
school can play only secondary part, tn,
most important thing is to teach him Il
think for himself, and as far as possible Il
rely on himself.
PEOPLE THAT THINK FOR THEMSELVES
Are moi easily led astray. Pupils that ar,
| led 10 think grow to be people that know
| how to think. For this reason, the tchy
especially with our larger pupils, should
keep pace with the how. Chicago is grea
| and growing city. This fact pupils are ex
| pacied to learn in their study of geography
but it is immeasurably more importan
that they be judiciously led to think unit
| they see why it is so.
| The teacher that regards his pupils as 81
many little pitchers standing ready to b
filed, Gradgrind fashion, is ignorant of tn,
| very frs. principles of the metaphysics o
| pedagogy. Such teachers do the pupils al
irreparable injury. They obviate the ne
cessity of self help on their Dart. Who i
| to help them in after life? They chea
| them out Of their self reliance On WHOM
are they TO rely in manhood? They de
| fraud them of the power to get over rougl
PLACES. Who will help them over rougl
| places when they become bread winners?
| When teacher boasts that he stand
right behind his pupils ready to explain
every step, you may be sure that he is al
empiric in his vocation, or that his remark
| are intended'to catch the ear of the power
| that be.
THE TEACHERS SPHERE.
Allow me 10 say here that teacher
sometimes censured by the parents for no
| assisting the children whenever they as
| for assistance. Susie goes home with he
| complaints that the teacher does not hel
| her enough. The father listens and j
convinced. He tells his neighbor about il
and he has no doubt that it is true. The
| thus imply that child of tender years
| better acquainted with the laws which gov
| ern his mental processes than his teache
| is.