Sacramento daily record-union. [volume] (Sacramento [Calif.]) 1875-1891, 1890-11-30

of the pupils fail to do it they must 6
over the work again the teacher is just q
anxious to have her pupils promoted 9
they are to be promoted otherwise sh
loses prestige. hence there frequently arise
q examining prccess-a pouring in CT fact
without any time or chance for digestln
them.
THE TRUE, EDUCATING,
Leading out process, is abandoned, sn
the cIamming one substituted. II
educated teacher well knows that unde
such circumstances there can be q
healthy, Symmetrical unfolding and growtl
of the mental powers but what i: she 10 do
What other course can she take and hol;
her position?
In such cases, the pupil is led to priz
promotion more than learning. Even il
our country schools. where the teacher
are more nearly monarch OF all they sur
yey, some of them that fail to awaken
desire for knowledge for the sske of tn
pleasures and advantages it will yield it
possesser in life, resort to the method 0
admonishing their pupils that if they d.
not do so and so they will not be pro
NOTED; and they dwell upon this with sucl
persistence that one is led to question
whether they have ever been imbUeG witt
much of
THE TRUE SPIRIT OF TEACHING.
One nav, in this way, arouse a spirit @
rivalry, and awaken an interest in tht
work, but il is not an abiding interest; i
ysnishes with the last day of the term. 1
a child can be aroused by 10 better motiv,
it makes little difference whether he !!
aroused at all or not.
Some teachers resort to frequent praise
and some parents, am aware, think thei
children deserve more than they get. If &
child is bright, his is blessed with gooG
heritage; but it is very ill-advised FOR hi.
superiors to tell him SO. How many o
you, ladies and gentlemen, get any praise
for doing your duty? Well, presume yor
get about as much as there is il store for tn:
boys and girls under your charge whey
they shall have reached the estate of man.
hood and womanhood.
Let children learn to feel that the con
sciousness Of doing their duty brings it:
own reward. | would not have it under.
stood that am in favor of withholding all
praise. Il is far Setter to commend judi
ciously by pointing out what is praise
worthy than it is to find fault.
By the love of approval than one Nigh,
suppose unless he has carefully observed
and weighed motives. IF we love approba.
ton we may be sure children do. But We
can easily see how praise, as an incentive
to right conduct, may be SO abused as TO be-
come al injury.
The practice Of giving head marks, prizes
choosing sides, or of doing anything to
create rivalry, is doubtless TO some extent
Objectionable; but still l think it may be
properly used to arouse an interest If other
means fail. As soon as possible let this
give place to higher incentives.
Sometimes teacher takes a school and
finds it dead; pupils care little whether
they are present or absent; whether they
are in time or tsrdy; show no interest in
their work; have no fixed habits of study;
have no power OF concentration; in short
the school is just what a model school
should not be. In such cases the teacher
is jus,ifable in resorting to anything &c
awaken an interest; for apathy is one OIL
our most insidious foes.
TEACHING POWER
Is measured largely by the ability to arouse
pupils to an earnest effort. Nothing else
can take the place of this. A teacher may
work hard to make her school q success
and may be thoroughly competent to in
struct, but she fails unless she can get heI
pupils to work hard also. She may 81
work and worry as to be completely tired
out when o'clock comes and yet have &C.
complished little. Is not our degree oil
WEAKNESS when the day is over pretty
good indicator of our lack CT directive
power? Power works easily, while fret
ting is perpetual confession of weakness. u
Do not most of our troubles arise from
not keeping the pupils wisely employed
from not stimulating them to sincere de-
sire to acquire knowledge? from not hav.
ing a thorough mastery of the details Of
our work? and, perhaps, above all, from
our not having that perfect control of our
selves which must characterize the most
successful teacher?
SCHOOL GOVERNMENT.
We hear a great deal said about school
goverument-less. though, than formerly
Now, a hard working, earnest school i;
mainly 8 self governing school, and, as q
rule, only poor teachers have much CAUSE
of complaint under that head. As there
are exceptions to all rules, no apology i:
necs ssary for what has i7st been said
Throwing spitballs, passing notes, whisper.
ing for any purpose, and the bringing in o.
crickets and bugs, except for Legitimate
purposes, are all so many indications o.
weakness on the part Of the teacher, pro
vided they continue long after making theil
first appearance.
Pupils should be led to realize that all
rules regulations, etc., are intended fol
their good and not for the teachers com
fort. They should be made to feel that ths
teacher does not intend to mete out any
hat hot
unnecessary requirement is only for the
general good.
On the other hand, the teacher should
not be arbitrary. The greatest possible
liberty, consistent with the harmonious
orderly working of the school, should BIZ
allowed. Children are quick to feel an6
resent any unnecessary restraint.
TOO MUCH OF IT.
Government is only means to an end
The teachers legitimate business is to in
struct, and everybody should know tina
time not thus used is time, in certain
sense, lost. We have known teachers tc
govern the life out of their schools.
1t is check, check, until the child ceases
to feel himself member of republic
but rather slave with licensed tyran
for q master. Yet the power to KEEP
manded by many parents and trustees.
teacher keeps good order, that settles it
he'll do. Order is the talismanic word
order is the sine qua non of success. H.
may be a colossal failure when judged BY
the standard of the true sympathetic
teacher, but his ability to keep order cover
indeed a multitude OF sins.
Some of you may have had the mistor
tune of going to school to such teacher.
had, one in my boyhood days whom
feared almost IS l should bear, and WHIT
had about as much magnetic sympath!
and warmth as an Arctic iceberg. Yet
soon after he began his work, a goo'
Methodist preacher said in my hearing
Il think we are going to have goot
school; my children call the teacher oil
Tightly" Fortunately, however, a NOR
enlightened sentiment prevails to day, ant
the "old Eighties" are being relegated +
some vocation in which they can do les
harm.
AN ORDERLY SCHOOL
May not be quiet one, while quiet on
may be far from being an energetic, work
ing one. l have no apology to make for
noisy school; nevertheless there may b
extenuating circumstances, but far better
noisy working school than quiet dea
one. Now, few thoughts on the question
Is OUR EDUCATION PRACTICAL?
It is an old saying that one extreme fol
| lows another. This is more or less true i
religion, in politics, and in short all hu
man affairs. The mind is somewhat lik
| a pendulum: when drawn from its cente