The Forrest City times., 1891-02-13
EDUCATIONAL COLUMN.
S&i S&i. 3. EkSchiItMA,N.s Editors.
The Successfui School,

Tho 9uccessfui School.
 By "The Successful School" we do not mean the Ideal School" for the "Ideal Sch0ol'' borders closely on the imaginary. Nothing of human origin is perfect, yet we call that perfect which most nearly approaches yet new CT reaches the ideal. Every persons conception of successful school, how ever, is not the same, because every person has different ideal. But we feel safe m making this assertion, that successful school is a school of results. believing that all will agree on this point. It is not sO much question as to the means employed in doing any thing, as 1t is what has been accom- | plished in doing that thing. Therefore, the success of any school is not to be measured by the number or attendance of students. or the presence of every- thing unpleasant. but by the advance ment made along tho important lines of school work. In judging . school, whether it is successful one or not, the questions to be asked are, have tho pupils minds been thoroughly discip- linedY Are their conceptions of life higherY Are their aspirations more loftyp Have their capabilities for deal- ing with the great questions of life been enlarged, and how muchy These are things by which to properly esti- mate the work done, We want lers of the rapid transit' methods, and moro thorough drill and study in every sub ject the pupil touches. Our motto should be, Know all about some thing" and not something about ev- erytiiing." The former begets an earn | naf 1nSsWA 1nrvSs~~ Id. ~A~s heights, deeper depths, moro education which generally results in an entire abandonment of the field of thought.
 That pupil is successfully trained who on leaving school has the power and ability to think and act for him. self, and is completely possessed with that unsuitable desire to know mere. so that principalities or any of the powers that be cannot possibly separate him from it's pursuit. Every pupil thus equipped is a monument to the builder, which time can never destroy.
 Teaching is a drawing out process, and not pouring in, as so many believe. It is development and healthy, vigor- ous growth. No position in life is more important than the one daily filled by the teacher, The day is fast approach ing when the village schoolmaster" will be the leader among the people. Our warriors have left their impress in eur nations history. Our statesmen to-day are leaving their impress upon passing events. But our teachers are writing their names upon the hearts of the young, and stamping their impress upon the characters of generations yet unborn. Let me write the songs Of a nation, and care not who makes it's laws.' said great economist. He could as we'll have said, Let me make tue teachers of nation, and care not who make it's laws" In a successful school, therefore, the character and personality of the teacher are leading factors. Lacking in force of character, the teacher fails and the pupils suffer. Every teacher, also, must realize the responsibility which is upon him, and not regard the children committed to his care as 50 many students simply. but as human beings possessed with possibilities that are us far-reaching as eternity itself, A prominent. educator once said, The difference between the estimates placed upon my child by my wife and my neighbors wife is shown by the terms used in speaking of him. Ny wife calls him our little flaxen-hair- ed angel My neighbours wife calls him that little cotton-headed Webb So we say the teacher must have proper estimate of his pupils. Having this proper estimate he will never call his pupils kids" chaps, .'brats," or similar terms, as, alas! too many oft times do.
 The subject of discipline properly be- longs to x consideration of this subject. but we will leave that for some future time. Our present purpose is to indi- cate the necessity of securing teachers who have their heart in the work, and who assiduously aim to secure results that will make every pupil master of himself. Too many persons think that teaching is not d business, and that no talent in this direction is necessary to- wards success.
 We shall have . successful school. then. when we have fair material, teacher completely In love with his work. with just and proper conceptions of tho high aims of all teaching, and who has the courage of his convictions, on all questions of administration, and who believes that to lead the aspiring young mind to an eminence from which | As SssA "" SHN AuhJ CPPs ONsos~ siAO works of the Almighty Creator is the grandest, the highest, and noblest work ever assigned to man.
 1.-The essential difference between . good End bad education is this, that the former draws the child to learn bv making 1t sweet to him; tho latter drives the child to learn by making 1t sour to him if he does not"
 It is . mistaken idea to keep the boys home from school to husk corn, If the farmer has money to hire tho work done. There is something else nsces- sary to beQueath to the boys besides money, and while the boys can waste an estate that can be counted in dollars and cents, they cannot waste money that is buried in the braiu.-HOme and Farm.
 This clipping contains decidedly more truth than fiction, The boy is made the scapeg0at for the shortcomings Of others. Whenever any work is to be done, the boy must remain homo from school to do it, or assist in doing 1t. He must husk the corn, blow or pick the cotton. and in short do . thousand other things that ought to be done by others. Farmers can make nc graver error than to keep tho boys out of school to assist in the duties of the farm. When school is in session send the boys to school, and sec that they are there every day. We want men in the battlefield of life. Don't stunt the hnv,s Orovr inn i'm lort :, al it iae