The Forrest City times., 1891-02-06
EDUCATIONAL COLUMN.
c. D. FREE, trs,.
Teaching.

BcVPtV iVt,hiuIUS tCNtititfS lldN widely in many characteristics, and we shall endeavor to depict such overt mistakes as will readily condemn all are not aligned with free use of the mind and vigilant and careful obser l vation of those things that pertain to the development of the mind in sys- tematic way. It might we'll seem 9 foohardy adventure to attempt to forecast the future of teaching, but watching closely it's progress for some time we are assured that it is patent that something must be done. and 1t must be done in way that will burst off the lethargic shackes and enthrone more activity than there is now. The teachers arc not in full sympathy with their work. How many read euuca- tional journalist How many feel that the development of the country IS the avenue of the public school? Hsw many do not try to ameliorate the present crisis by adding annually to their fund of knowledgep Then the teacher who is so antiquated and fossiized in his ideas and methods that if he were to have new idea it would kill him is sought with as much
 
 who spends so much to be proficient and keep pace with modern methods and advancement. For many centuries the teacher crarnmed the pupils mind with perplexities, and then there was no profession of teaching; any one who knew enough and could articulate clearly and fuentlv could make model teacher. All the people thought that hp yt frooIv anH whip repeatedly, and then he was q good teacher. But we are glad to say that those old ideas are no longer ad- hered ts by the best of teachers. and there was no standard by which the masses of the people found out the best instructors, and yet it is the case in very many cases that many people think some old eccentric ignora- mus, who does not know one principle of pedagogy, metaphysics or anything that persaiis to the school, can teach admirably. It is the imperative duty of the teacher to surround himself with good library that pertains to his profession. and study 1t closely. At no time within the last half century has there been such demand for i'm provement in the teachiug profession. The establishing of the advanced cur riculum from the east is finding it's way into the west, and the people are seeing more forcibly the grave defects of their schools. and boards are impor- tuning the people for more money. There must necessarily be unity of ac- tioR among all if the best actions, re- suits and teachers are secured. The people are, to great measure, re- snnnei1,la ' f,Nr thA t.yityy ,,F ba Sot1.,,,lo See that your teacher attends the reads teachers journals; that he is up with the times Give him enough appa- ratus with which to acquit himself creditably and perform the difficult explanations easily and correctly. The teacher should be q successful discip- llnarlan; he should have good rules and regulations, and require all con cerned to conform to them.
 That teaching is attended with many hardships no discreet man will deny, for usually there are pupils who are too lazy to study, and sometimes too dull of comprehension to make much advancement in their books, and of course the teacher is held responsi- ble for this deficiency. Public seut- IiCiit CVIiuVtiliio AlWd d1b itltol that which we need most. Then, frequently, d misunderstanding is generated through negligence or in- difference by the official men to glve all necessary attention to those things which imperatlvely demand precise and we'll concerted plans. No teacher can avoid the stigma of d failure when hls patrons defiantlv refuse to cooper l,, tt,1 I,,t teacher who has swayed the sceptre and worn the academic gown d long while does not meet so many and varied difficulties as Il young teacher does. There is no profession grander than teaching. but unfortunately it is the least inviting, on account of its many pcrpleXltieS and difficulties.
 To-day the teachers are doing more than any other class of peo- pie. More is required at their hands than that of any other professional class. Great issues involve the minds more deeply than do Dr. w. T. Har- ! ris and Prof. F. E. White? And many more can easily be mentioned who are leading the van Of advancement. and the demands urge more power and 1 SHCl l-y SApSitVu III siylhS to ulN uiSc hidden themes, and the teacher who 1 is incorrigibly impregnated with in- attentivenesS acts indiscreetly, for all | concerned are interested, and as many l as arc interested have an incontest- l able right to be heard in any measure | that leads to the betterment of the 1 schools, and we heartily rejoice to see d time advancing when all parties shall take an abiding interest in the period of tho lives of their children. Be sure that the teacher with whom you leave them | knows perfectly the functions in the | varied degrees of development. | Frequently boards, in employing teach | CTS. take cheap one, on account of 6 i scarcity of funds. We think tms is a mistake. Either have good teacher 1 or have none. A loose, careless and | idle way of thinking will be the result i of such teaching, and this will work | untold disadvantages to the child in | it's mental development. Nothing is trucr than the education of the chil- | dren of the nation depends upon the | present teachers for guidance. and the ! education can not rise higher than 1 thst of the educators. When the l of the people see clearly the in | effectiveness Of the work done by l some teachers they will readily begin | to devise some means of improvement | and demand longer terms and better | schools.
 
 Boils and Casbuncies.
 at Nal