The Dalles times-mountaineer. [volume] (The Dalles, Or.) 1882-1904, 1894-09-08
School Virtues.
DuruR, Sept. 3, 1894.

DuFufSI OTpt' %, ioSf'
Editor TMEs-MouSTAISEsR:
We hear great deal these days among
teachers concerning the law of effort. and
i many of US no doubt are gaming some just
views of it, THIS In sense has been partly
understood by tescher under the old order
or law OF VOC must thy. We older ones know
| how we were made to try-one incentive or
force was all that was thought of, that was
fear. Learn this lesson or you will have
no credits. said one. Learn this lesson or
| you will be robbed of your privileges by
| being kept in at recess or after school, said
another. Learn this lesson or you will have
| to wear the Ounce cap, or stand on the floor,
| or sit with the girls, or change or seat, or
haste and anger, perhaps, the teacher says,
| ''You shall" As wrath kind!eth wrath the
child with untamed passions 's)on declares,
81 will not" Hire is line of battle well
| de6ned-ou one side youth, passion and
ignorance; on the other passion, ignorance,
inexpsrience, hurry, worry, and perhaps
brutality.
Let rs look into this snail and see what
is wrong. As rule children are pleased
to learn. The mind thirsts for knowledge
as the stomach does for its supplies. The
latter gives growth to the body, the former
to the mind When child says l can't
eat, no one thinks of saying, you shall eat.
What is done? The food is inspected. Tine
child is examined with regard to its beng
sick Now we submit these propositions
There is mind food. There is mind sick
ness Sometimes that which we offer as
mental food Is not bread, bu. stone.
Sometimes the mind is made sick by the
passions, the appetite and improper in
struction through bad associates; sometimes
it is weak. Many, very many things may
operate TO produce the Il can't" so fire.
quently heard IN school. Now is the time
to show your skill as teacher. This 81
can't" is siga of distress. call for help.
Go to work, and work il harmony with
mental laws. II the principles or ideas
sought are enyeloped entirely in the un-
known to the mind of the pupil, hew out a
pSth from its known up to this unknown.
Watch the countenance and see it light up |
with the glory of understanding. and yon |
are paid a thousand fold for your labor. |
Here your effort has created effort or the |
part of the pupil. and you go on in har-
mony. Is the attempt beyond the powers
of the learner? Tnen in mercy present |
something else Create interested atten-
tlon and yeu will have animated effort. If
1t should prove to be one of those rare cases
of malicious insubordinstIon | can't, aud |
shau't will not be the end of it. Can't Is
ignorance; shan't, usually, is passion.
Y lciousness combines much more of evil |
than is con tanned in these.
Be prompt, but let your promptness be
guided by reason. Study the child and all
its actions. TRY and remember what it has
done before. Has it been affectionste or
resentful? Is it braye. or timid? Quick to
learn or dull? Try to know something of
it's home Influences. Does it there, in the
blows from morning till night, or does 1T
i've in an atmosphere of affection. peace
md goodwill. In doing all this you are
your duty. 1t will take
AXE; but no great work should be done
No school work should be done
n a passion. Make up your mind what to
10 then carry out yopr decision, and if you
,ave been ordinarily sensible yon will have
dded to the tffort of all your pupils.
AARON FRAZIER.