Milford chronicle., 1893-05-19
A Plea For The Dull Boy.
LcoNcLuDED rRoM FRsr PAea.l

pendence on position for Indicating func-
tion, It Is not alone grammar, it is logic as
well and its teaching based upon analysis;
aud for this reason it is simply nonsense to
attempt 70 teach il while the powers Of alb
straetion and reflection are undeveloped.
Children ere given long lists Of words to
spell, the words averaging an inch and one
half 10 length aud each alternate word en-
dug either iu able or i-b-l-e, and the
whole list thrown at the inch opening into
the mind of the child aud iniTsculously
enough, one OF two words get IN; the res
"criss cross" aud stop the entrance to tht
mind and the last state Of that child is
worse than the first"
white the words down by defining them,
and by omiting useless aud confusing class
ihcations or do not teach them. II is non
sense And 50 we might illustrate. But
admitting that there are cases Of real dull
ness, the success with which these cases are
treated is the surest test of good teacher
No matter how dull our dull boy may be he
has some faculty capable OF development
and upon the proper development Of which
depends the discovery of the other latent
faculties Study such individual easas.
Find the one avenue to the mind. Cultivate
that until il is enlarged Other possibili-
ties will appear aud an approximation to
complete development more OF less close
accomplished.
1 might introduce a caution here: Don't
attempt to overcome the inertia Of stupidity
by the application Of unkiud epithets, or by
comparing the behavior of the dNH boy with
the clever achievement of the bright boy.
Do not dare to be impatient. All this would
simply be an evidence that the teacher pos
esses large amount Of the stupidity he de-
pleres.
The great aim is to realize the possibilities
of the child's nature the dull b0Y's nature.
To this great end teachers, study your pro
fession. Teaching is a science possessing
dignity aud solidarity. Study it. Per
soually, If ] may be allowed to refer to
myself / am not teaching with a view to
lar that is a good profession. / am not
teaching with a view to medicine that is a
grand profession. am NOT teaching with a
view 70 The mir istry that is the iucompar-
able profession; and, for reasons, I am not
with a view to matriuony that is condition
of bliss-som metimes. But l am teaching
with view to teaching, and that is a good
enough profession for me, if ! am only good
enough for it,
"The time is coming when no teacher will /
enter tine school room as temporary make
shift" No one has a right to do it. Teach
ing is serious business aud as a specially, a |
profession is worthy of, aud demands the
study and devotion Of life time. It is con- ]
cerned in so deep and serious subiects;i it per |
tains to matters of so profound moment, mat |
ters which mt only gravely affect the pres
ent, but which, also extend their influence |
into the future and upon which the future is |
based. 1t has to do with highest philoso- /
PLY of human life with right living as well /
as with right thinkiug with the solumn OBJ |
legations of individual to society as we'll as
with the culture and development of self: /
With the training processes not only of the /
niud but Of the emotions, affections, pas. !
sions-in short with the moulding aud fixing |
Of the immortal and omnipitent character.
S. +. BISHOP, A. B.,
Prin South Milford Public School.