The Anderson intelligencer. [volume] (Anderson Court House, S.C.) 1860-1914, 1890-08-21

Once ! happcncC! to hear teacher as
sign spelling lesson. She pronounced
each word distinctly, and had the pupils
to do the same. Some enquired their
meaning. She said she would tell them
if she only had time, but she did 10!
once refer them to The dictionary 20 find
out for themselves. Most Of the pupils
were from II to IL years of age
The reaction from the old memorizing
days to the present has brought a dis.
coursgiue feeling 10 some teachers who
are faithfully trying TO find the right
way and walk in it. In an ungraded
school want OF time is great drawback.
Much as she would like, the teacher Of
thirty five to forty pupils can not posi-,
bly, plan and prepare all the lessons Of
each class separately for the following
day. Then there arc so many things
that ought to be taught that arc not laid
down in the public course of study.
Lessons IN form, drawing, singing-on
plants ant! aninla!s-.in fact, many object.
lessons and general exercises can be
given to the whole school, If the teacher
only had time to do it. Indeed, claim
she should set apart a time for these
things, even at the risk Of ncglccting some
book knowledge. 1t may be of use to
know the names Of the Presidents Of
the United States, and Of all the sover-
eigrs Of England, but the power Of think
irg aud observing is far more useful.
"Nature's open book if more freely
used, would Danish much sham learning
from our schools. Oh, that we could
have in our school rooms not only eyes
which can see, cars that can hear, brains
that can think, but also controlled by a
will made sensitive TO the lightest touch
of duty.
Now. would like to know more about
Tie application Of motives for study.
We can't appeal alike to all pupils tell
ing hem 81; isl glorious thing to study" :"
etc They will not listen to the higher
motiyes FIVE could only establish the
right feeling-"!ove for study"-all the
rest would be easy, but we can't always
DO that The hope of promotion and the
fear Of losing grade furnish sufficient
stimulation in graded schools, but we
hav'nt that to stimulate a pupil in our
country schools. I have in mind pupil
who studied well enough, but very uu-
willingly. Declared he would never put
Ills foot inside OF q school room if his
father did not require him to DO 20.
Il low much better for the boy ard his
teacher if he could have been brought 10
see hi. dulv frcm q different standpoint.
Bit be is; net hal 50 bad o. the boy who
possesses so small Nil amount of 'euorgy
that . dcc.;.'t care whether lie knows
hi. lessons al all or not, or the girl wiio
deems 4uci, low studies as grammar,
geography, &C., entirely tno insignificant
for her superior intellect, and who, in
answer to the question "5avc you solved
a!i ;:.., rrnhenls as5igned::" would be
likely 10 reply, 81 di,'not tEiinl; it worth
while tn work but one or two, all Of them
lacked as if they were 50 simple" Oh,
do help US, teachers Of tho Institute, and
show us how to inject into the yains of
these indolent pupils some Of the "elixir
oflife." imagine that here are not g
few OF us who are ready to quote the old
adage that Teaching children is not
working with little angels all the time"
Even now the Star Of the uuconquered
will rises before me-" but bear no spite
against the dear little things. AS gen.
eral thing tic child, naturally, is good,
aid, If lie "ere always surrounded by all
atmosphere Of truth and right, the wrong
would have little opportunity 10 assert.
What a tremendous influence ipr right or
wrong is cXcrled by parents and teachers.
The assertion that our teaching is not
practical enough is Il hard one to under
stand. | think that whatever wc teach
is taught with view towards It's future
use. either 10 develop the power. "f the
child, or TO train him for his wor; in the
great human family. 1t is moi the work
Of the public school to give {! business or
professional education, but these advo.
Gates os "prac!ica education: seem TO
think so. In other words, they believe
in teaching only that which will assist
one in solving the "brcad and butter"
problem, or will aid in bringing i'll dol
la.s and cents. Ii such things were the
Object Of an education, what a set Of
narrow minded people WE would be I.
Thcn, why do parents interfere and say,
"Hon't teach my cLildsuch trash, while
al tlc time the teacher knows it is not
trash" at all, but Just what the child
needs to wake him up, and make him
think? But it makes very little d!tlcr.
ence what people say, for we have ionly
% heed just criticism, and co the best
VIC can to improve. "Let us be content
to work-to do the thing NC eau, and not
presume to fret because its little" |
think hear the self.satisfcd non lnsti-
tutc teacher ask such questions as these F:
"What's the use Of my wasting time over
their lessons in primary geography and
arithmetic when know all about them,
and all have to DO is to ask the qucs-
tons: What's The usc OF my being so
particular. ANYHOW, With these little
shayers. Won't receive any thanks
for it. What's The use my working my.
self nearly 10 death for them, when i'n1
moi paid Tor half do already? What:
the usc OF spending what lil;lc DO mako
in buying books or papers, or in attend
ing Institutes Tie people here wo,l!dn
appreciate IT, l'iIi il will net be long
assure you, until this teacher will ."
Iiloquize thus: 'N.hy is it='.n. !ha
li,tlc ups,arl who i. no. :. graduate q