Western Kansas world. [volume] (WaKeeney, Kan.) 1885-current, 1892-03-12
EDUCATIONAL COLUMN.
Books That Have Helped Ne q
q Teacher.

At the time and place I commenced
teaching, teachers books or books relat-
ing especially to the profession OF teach
ing were not very common. "Lickin and
larnin" had not yet dissolved partnership
and we needed no books to acquire the
former which was the most professional
part OF the business. Most OF us gradua-
ted in that branch at home with q few
supplementary lessons at the district
academy of birch and benches.
A teachers efficiency was judged by his
ability strength and courage) 10 control
the large boys and solve any or all arith-
metical puzzles which might be proposed
to him. The teacher who was able to
whip the biggest boy in school and solve
problems by the double rule of three was
success, but if he dared to pass by any
problem in arithmetic as of no practical
value it was taken as proof that he could
not solve it and he was voted failure
Immediately. There are not few peo-
pie who vote that way yet. Now all this
rambling prelude is for the purpose of
preparing you for the statement that I
have read very few strictly professional
books, if indeed, any such apology or
statement be needed to convince you of
what you may already know.
In the first place it is said that teach
ers are born, not made" and some "pro-
fessional" or made" teachers reply that
it had been better for some scholars if
their teachers had never been born. I
conclude that the safe ground lies be-
tween the extremes with regard to
teachers and methods as in the theory
and practice of any other profession or
calling. We may all learn from the ex-
perience of others but we may learn more
from personal experience. We may all
be benefited to some extent by the theo-
ries advanced by those who have made
education study. Again, almost any
diligent, careful, earnest teacher may at
tain measure of success following the
plan laid down by others while, on the
other hand, no natural teacher is SO SUI
premely brilliant that he cannot learn
something by experience and observation.
If there is such one he has no business
here; he should be translated immedi-
ately. Then it must be borne in mind
that the theory that succeeds with one
teacher may not be successfully applied
by another; also the device or plan that
helps one pupil may not benefit another.
There are so many teachers books that
it is difficult to select any one or two as
preferable to all others. Pages Theory
and Practice is the work adopted by the
State Teachers Reading Circle lately re-
organized. It is good but there is a
great deal in it which is hard to apply to
the district schools of western Kansas.
We could expect nothing else when we
consider the surroundings of the author.
In fact that is the great trouble with all
professional books. Their authors have
never even seen such schools as we teach
much less having taught one. Then
there are the strictly theoretical or philo-
sophical teachers books which are written
in strain so far and 80 high beyond the
comprehension of the plain, every day
teacher that if he have the patience to
read one of them he is likely to get lost
in the clouds of isms and ologies that
are floating around in the educational
sky. I got more real satisfaction from q
little, insignificant, paper bound, ten
cent copy of the evolution Of Dodd than
from any other teachers book I have ever
read.
Ibelieve every teacher should have some
book on mental philosophy. I have
Wayland's but I believe there are others
that are better. I would advise you to
get something written especially for
teachers.
Every teacher should read general
history. He will find use for the knowl-
edge thus acquired almost every day.
Probably he will be thereby enabled to
explain something brought up in his ad
vanced reading classes and add to their
interest. Barnes Brief General history
was purchased by a few OF our teachers
three years ago and is the one adopted by
The state society.
Natural philosophy must be studied by
The teacher who wishes to get first
grade certificate, but all teachers should
study it in order to be able to answer
questions which arise or should arise in
svery school; beside it may be the
means of providing great deal of useful
for the pupils. I have
Cages Elements of Physics but any other
will do.
Every teacher should read standard
literature to an extent consistent with his |
pare time and purse, strings. I do not
intend to say that he should read all or
wen any Of the current novels. but I do |
,.v n wou1d ha both pleaaant and profit |