The Scranton tribune. [volume] (Scranton, Pa.) 1891-1910, 1896-05-14
A BRIGHT SKETCH FROM A CLEVER
TEACHER.

what subject would be most acceptable
to the readers Of Our Woman's Paper.
I'm determined I shall not speak on
the follies and foibles OF men, for I've
been asked to write only an article and
not an encyclopaedia.
Neither will write on the question
of the teachers salary. fear that
topic will be touched on more or less
by the other correspondents. know
I'm yielding precedence which I cannot
hope to regain again by discussing any
other subject. for that is the only topic
on which can grow divinely eloquent.
could hold those twenty -one directors
spell bound while I enumerated facts
and fGures-I mean facts, teachers un-
fortunately having nothing to do with
the figures-until In desperation they'd
buy up the whole stock Of that "tired
feeling" which is so extensively adyer.
tised. or they'd probably Join the
Blues.
When one poor lone woman is pre-
pared to talk on gold and silver to
twsnty-ons men, 1t Is sixteen to one
she wins.
Prepared, I said. did not say pre-
ferred. I prefer to talk to one man.
AN ASTRONOMICAL DUET.
OF course. in the latter case, we
would not discuss the fluctuations In
apt to discourse on the heavenly bodies
or some other high and elevated SUBJ
ject.
While would busy myself in admir-.
Ing the brightest star in all the firma-
ment, he would busy himself by having
me admire the brightest star on earth.
And I'd agree to the parallel that
would be drawn for me between the
most beauteous orb in the celestial
vault and its radiant counterpart on
this world. and no doubt I'd remark
that I could see O closer resemblance
to him, not in a single beautiful star,
but in a constellation-the Great Bear.
Or II suspected that he belonged to
that class Of thirsty gentlemen whom
the Woman's Christian Temperance
Union heartily condemn, I might
adroitly tell him he reminded me Of the
Great Dipper.
But there. there! That Is q subject I
had agreed to eschew.
Now let me take you in imagination
to any one of the many school rooms
in our city. and we'll revel in the sight
Of gladstone hearts and willing hands
as the little tots do the bidding Of the
teacher.
What sweet innocencei What arch
looks! What twinkling eyesl What
confiding tales Of trust and promissi
ADVANTAGES OF A TEACHER.
Surely you say, the school teacher IL
a favored one; to be the recipient Of so
many childish condolences, to be the
witness Of SO much happiness and sim
plicity, to be the promoter Of so much
good.
She certainly is in a position to enjoy
all that Is sweet and good and best in
life. Did hear you ask II 1t was not q
trial on ones patience and a strain on
ones nervous system? No doubt 1t Is.
but 1t is not wisest to complain.
Much energy Is lost, I believe. in an
effort to be continually at variance
with ones surroundings. How much
better If people spent that energy In
trying to be cheerful.
Cheerfulness is the keynote Of a
teachers success. I would that every
teacher had that last thought 80 en-
grained in her nature that she couldn't
be otherwise II she would.
THE GOSPEL OF CHEERFULNEss.
Certain 1t is our school would be
vastly improved II hateful drudgery
were converted into happy, agreeable
work. A thoughtful instructor can
successfully tide children over the Diff
ficult places and rugged spots on the
road to learning without lending them
too much assistance. A hint here, a
smiling acknowledgment there, now a
little encouragement and now an hon
orable mention, oft times make the
scholar when the work, work. work
of the unfeeling teacher make the dull
ard.
The ability to comprehend q child
and the tact to be always gracious
toward it are attained by experience.
The maxim that experience Is q hard
teacher is not applicable to the school
room. There more truthful version
Is, Inexperience Is hard teacher, and
many a pupil has borne marks which
attest the strength Of the statement.
Such pupils, no doubt, would regard 1t
as physical truth.
No teacher can look back to his early
teaching days and fail to find the rue
full errors due to his inexperience.
can recall just such an incident that
occurred In my own school room.
A HEARTFELT REPLY.
I was conducting a lesson in physiol-
ogy and my talk was directly on the
heart. The teachers text book used an
apt illustration when 1t said the heart
forced the blood through the veins like
an engine pushed a train of cars. This
was told the children and I had them
locate the heart, feel the pulsations.
etc.
flattered myself gave a very sue
cessful and interesting lesson and
was very certain that each child un-
derstood and would remember all that
had been said
The following day the question was
asked the school, who can tell me
something about the hearth" I ex-
pected every hand in the room to be
raised and you can imagine my dlsap-
pointment when one SOLITARY hand
went up.
"Weli, Gwen, you may tell" said.
She arose in her place and with the
greatest possible naivete announced
"The heart is like a goat"
What folly was this after all my fine
teaching but the day preceding! I can
easily recall my disappointment al
this absurd and outlandish reply.
am very much afraid my face took on
a frown of displeasure and that my
manner was not as cordial as usual
when / turned to the child with:
"Gwen, Gwen, what makes YOU think
the heart Is like q goatY'
"Oh, yes. Miss -, 1t Is: cause II
Jumps"
That was the idea that came to the
child when she felt the beats"
But teachers, I'm wiser now.
never teach the mysteries of the heart
in that way. Lately have assidu-
ously avoided the heart in every way
1t was waste Of time and effort.
discovered that boys and girls can find
out all the secrets Of the heart withou