The Dickinson press., 1892-03-19
DICKINSON SCHOOLS.

The work of the successful teacher
does not end at four o'clock, nor COM
mence at nine in the morning; it COM
mences with the first thoughts and
closes with sleep. How shall l greet
timid scholars? What new attention
shall l give the careless, uninterested
boy! Can l present better explana-
tions in the number lessons? These
and a host of similar questions pre-
sent themselves to the teachers mind
for solution. The correctness of her
conclusions are judged by their sue
cess; and from these successes she
forms her methods.
The teachers meet twice each week,
after dismission, to discuss methods,
their application, and the require.
ments Of the school. AS a result of
these meetings, a Teachers Reading
Circle has been organized; the work
of preparation for an exhibit at the
Worlds Fair has commenced; and
the work of the different rooms is
being systematized so as to lead up
to high school work.
A high school department will be
one of the necessities of the fall term.
At the end eff the spring term, a class
of eight scholars will have finished
the work of the grammar department,
and unless a high school grade is es-
t%ablished, they will have to look else
where for instruction.
When it comes to voting OH this
question. next June, will amy other
argument be needed!
Reading writing and arithmetic
form the foundation of an education.
Upon those branches the pupil spends
most of his time, from his first to his
last day of school. Other studies AFT
taken up as he gains proficiency in
these.
Yet there is one other study which
should rank with those named above.
1t begins u%nconsciously at home, and
may be carried on without the aid of
book OF special instruction. At first
it is not so much taught as it is ac.
quired by the child, and without ap'
parent effort. This is the study OF
language.
The study of language is in two
divisions: First, the art, dealing with
correct expression of language, nc
matter how acquired; second, the
science, dealing with the discovery
and application of general laws gov.
erning the use of words and the con.
struction of sentences.
In teaching the art, however, we
must remember that a child will learn
to speak the English language as well
as those around him without any
regular instruction whatever. A
child brought up among we'll educated
people will naturally and unconscious,
ly use the best of English. On the
contrary, facility in expression of
written ideas will not be acquired
unless his efforts are specially direct
ed toward securing that result.
Remembering that the child, by
e of conversation and reading, is
unconsciously advancing in language,
it is plain that the duty of the teacher
is not so much to teach as to watch
with careful eye the process of alb
sorbtion going on, and to correct the
many errors which the pupil will una.
voidably acquire. For this purpose
every study may be used; every reci-
tation become a language lesson.
During the lesson the thought may
be given orally. Not a error should
be allowed to pass unchanged, and the
children should be allowed to correct
the errors of their companions. When
the oral lesson is finished, it should
be given to the teacher in writing.
Language when properly taught is far
more fascinating for teacher and
pupil than technical grammar.