The times. [volume] (Richmond, Va.) 1890-1903, 1890-09-14

The study OF teaching as au ant has not
been better illustrated ilau in the recent
instance az "a ouna 3 school Don an unrui}
section OF "a great city. whore the teachers
had TAUGHT by The old routine oi reading and
recitation. without rcsortuy ty any special
means OF interesting the children. which.
probably. they would hdyc considered ciap-
trap. and whore they not only failed to eN-
cite interest or even attention. but wher.
they found 10 impossible % maintain disei-
nliuc, 10 command silence, Dr create rcfor-
cncc. % make them,elte, heard 90 do any
good whatever in the old methods. ln de-
.pair they re-0rt2d % a young woman FOR
help. "a teacher IN a secular school in %
troublesome portion of the tOTu, who had
become known for her good work. She
agreed % help them il they would let her do
SO i'm her own way. the teacher, withdraw
ins and letting her have the school IN her
own hands completely. ~ they dd 80, -ne
went with an assistant into the chapel
where the children were assembled. Pam
demOnium reigned in the place, with c0niu-
sion wOse coniounded; the children We're
talking. laughing, wrestling amusing
themselves all. a seething caidrou Of
noise and disturbance. The teachermouui-
ed the platform quietly, and. in the haOltuli
disregard OF teachers there, alm0-.
unObseryed. Instead of calling The
school 10 order, which would have
been an entirely impossible and USE
less proceeding, as no one could nave
heard her and no one would have O1cyed
her, she opened box she had brought, took
out Of ID large white dove, and going %
the front of the platform she held il alOlf i'm
her extended arms. but didnOt say "A word.
At the same time her assistant took from
another box long stalk OF white lilies and
hold it up beside her. For moment or two
the uprOar continued; then one child
CHANGED 10 catch a glimpse of the singular
sight, and called 90 another. and that ono
10 another; those that faced the platform
stopped st0ne-stili; the others turned % $50
what was the matter. in three minutes
! there was not whisper. one could have
heard a pin drop, and then the new teacher
told the children the story oil Christs ba,.
| tism; and. although il is some time since
tire has never been moments distur
| bance IN that rude school again.
The same methods as those used by thi.
| teacher-that Is to say. in their genera
| principle have been having tellin. result.
| in day-schOOls of late. In this ease. thl
teacher had studied the intelligcnces an,
/ temporaments and habits Of children :.
thoroughly that she knew mt once how 1,
captlyate their interest and bring them int,
subjection; and although she herself ma,
have had some pccu lar gift OF fine or
! ganization or Imagination, she only use,
the modern system, applying 10 the
use of the sunday school the object
lesson which had proved - valu
able in the secular school. By thes,
methods everything studied becomes a liy
Ing and, As il We're visible reality tO th,
student, aud the stimulation THE imagna
ton fixes the knowledge. increases the ca
pability Of receiyinii and adpating, and il
so doing enlarges the possibility Of iutur
knowledge in the race. No one thing il
this world can go forward without takin.
another along with it, till all things ar
working together. There have been, then
tremendous strides forward in this century
many of which must be considered the re
suit OF the work OF the century that wen
before it.-Harper's Bazaar