Hand County press. (Miller, Dakota [S.D.]) 1882-1893, 1890-08-07
THOUGHT I'm TEACHING.

There is evidently something wrong,
radically wrong, when teacher can give
no reason neither definite nor indefinite
for employing given device or method
Tradition is not sufficient. The mere
fact teachers in the past did certain
thing in a certain way. is no reason what
ever for doing the sane thing in the samo
way now. II the act Is founded upon an
educational principle derived from psy-
chology nnd experience, then the teacher
may be justified. But what mechanical,
dumb, dead net teaching is, IL 1T can e
done without thought Of why certain
things are done 1he teacher holding
this view would find quite as much op
portunity for exercising his intellect.
should he be engaged in turning grind
stone or tanning mill for living.
But it is not sufficient that reason can
be found for doing a certain thing. The
whole field should be surveyed, every
phase Of the matter should be closely
scrutinized, the experience Of others
should be consulted, and then, II after
weighing oil the facts, there seems TO be
preponderence in given direction,
that is the direction for the teacher TO fol-
low. II the teacher uses a spelling book,
II he requires all or only part of the
spelling to be oral, il he requires much
memory and little reasoning. il he uses
the textbook instead OF the moulding
board in primary geography. il he teaches
reading by the alphabet method rather
than by the word or sentence method, IL
be does this or that in any given way he
is and shonld be held responsible for
clear, weli-defnsd reason for his nSethoti
Of procedure. II he Is unable or too lazy
to give enc, be IL unworthy Of that name
which the whole Agassiz priced so highly.
No amount of reading and study can take
the place OF individual tboughtfulness on
the part o. the teacher The art OF teach
ing can not be reduced to unalt erabie rules
which anyone can follow. II is not OF
such nature that II can be wound up like
a machine and perform ifs work as IL is
Many have thus attempted
to behttle this grand profession, but they
have always failed to accomplish without
brains what has been and can be accom-.
plished only with them. The only fixed
point from which teachers can work are
certain fundamental principles which are
now as thoroughly established as any in
the profession Of law or medicine. But
these principles sre broad and compre-
hensive. They can be applied properly
only by q thoughtful teacher. Their mis-
or misapplication may lead
10 untold harm. Some of the greatest
existing evils spruug from nome OF the
best principles and methods ever given to
the teaching world. They are all the
more harmful en- account OF their origin.
The more delicate. and highly. wrought
an instrument Is. the more injurious will
be its misuse; so 1t is with the best
In the hands OF thonghtless
their work results OF most dis
astrous character.
The teacher may FIX his own safe guard
As well as operate himself. IL is simple
md Vet very effective in its operations--it
is that pointed question which he should
be asking himself. why do
DO this at this time and in this way ?"
The difilculty does not arise from an In
ability to answer This question. but from
4 failure TO ever ask ito ever DOUBT the
propriety or impropriety Of an act Of
ever question the soundness
Of tradition. Neither is II sufficient
reasc = for hins TO attempt to siield bim-
self behind the excuse that he was never
Taught differently. What would we think
Of physician who should attempt to
shield himself from the results OF fatal
error by any such remark? How far would
such evidence 60 in n court OF Justice
II woaid be ridicuIej. He wouid be
shown that be was responsible for not first
preparing himself before be took the grave
sssops,biiiiv OF pracucing aud while be