Barbour County index. [volume] (Medicine Lodge, Kan.) 1880-current, 1891-12-30

by the omission or a single word from
a notice IN this column last week the
sense was entirely changed. What we
wished to do was to remind those who
purchased books to be paid tor Deem
Der 1st, that their account is due.
The following are the officers elect of
the Southwestern Teachers Associa-
ton: President, D. R. Boyd, of Ar
kansas City; vice-president, S. w. Nc
Garrah, of Anthony; secretary, Miss
Allene Palmer, Eldorado; assistant-sec-
rotary, Miss Brown, of Wichita; execu-
tive committee, U. 2. Shull, Wichita;
S. d. Crane, Conway Springs; ]. o.
Hahn, Medicine Lodge; E. l.. Halleck,
Guthrie, Ok, and d. A. Hauck, New
ton. The next meeting will be at Wich-
tia, Thanksgiving week, 1892.
We interviewed number of school
officers and patrons on the streets here
Saturday in relation to the status of
their respective schools and nearly
everyone reported his school doing
well.
FALSE MOTIVES VS. TRUE ONES.
1t has frequently been said that the
true teacher will not work chiefly for
the salary he is to receive, and this is
true. But we believe it is not wrong
to allow the salary to become an i'm
portant factor to inspire the teacher.
A good salary is thing by nomeans to
be disposed even as stimulous to good
work on the part of the teacher. But that
teacher who has no real interest in the
school beyond the money he is getting
out of it, dishonors his high calling and
is disgrace to the profession. An ex-
treme case, you will say, and let us hope
it has not single counterpart among
all our Barber county teachers. But.
dear teacher, are you wholly guiltless
in this respect if you receive the dis
trict's money and then do not earnest
ly strive to return your patrons val
ue received" in honest, conscientious
service?
If we should visit a school and find
the teacher regularly allowing pupils
to mis-call words in the reading lessons
without having them corrected, or fail
ing to have pupils re-spell words which
they have missed just because it Is cas-
Ter not to, or reciting the poorly learned
portions of the lessons himself instead
of having the pupils do it lii there is
time) or getting over the lessons with
undue haste, we very naturally con-
clude that that teacher is falling far
short of his or her duty and is not i'm
bued with that high, unselfish spirit
| which should characterize the true
teacher-is, perhaps. not even honest.
The true teacher wishes really to ad-
vance the pupils, not simply to cause
them or their parents to believe they
are advancing. 1t is commendable for
a teacher to wish the parent to know of
his child's progress, but the pupil
should not be crowded into new book
solely or chiefly for the purpose of lead
ing the parent to believe that his child
is getting along. To avoid being i'm
! posed upon In this way, parents may
themselves test the pupils knowledge
of what he has gone over.
Again we say that the true teacher
must really care for the pupils interests
or, Notwithstanding whatever other
qualifications he may possess, he is
largely failure.
TEE CRUDE METHOD.
The CRUDE methUst of teaching arith
metic was discussed at the Newton
meeting. In this, one number is studieo
at a time and everything possible
is learned of 1t before another number
is studied. For instance in STUDYING
the number -four" the pupil is taught
that it is composed Of four units or two
and two, or three and one, that two
from four leaves two, that one is con-
tanned in four four times, etc. While
several advocated this method especial
ly for the use of primary grades, ma
| jority of those who expressed an opin-
ion were opposed to it and 1t was
strongly denounced as difficult, confus-
ing, illogical and contradictory. How
ever just before the close of the meet
ing the following resolution was put
through by bare majority: Re
solved, that while we do not approve
OF the pure CRUDE Method in num-
bers, yet we believe that its influence
on the primary teaching of our state
has been highly beneficial
THE Educational Column was unavoid-
ably crowded out last week.-ED.l