St. Tammany farmer. [volume] (Covington, La.) 1874-current, 1897-08-21
Written for the Farmer.
Public School Teaching.

w AASSSss ava SsAS = e~
Public School Teaching.
It is hardly necessary for me to give
an elaborated definition of the Public
School, for it is an institution whose
history should be known by every man,
woman and child, and which should be
q stan Of our people in welding an In
fuence for the betterment OF humanity.
Our fathers, after the smoke OF battle
had cleared away, became more deeply
interested in the future welfare Of their
children, and thus devised the wise
scheme of putting into operation
system of schools that would reach the
poorer class of people, and educate the
coming generation with comparatively
little cost.
The school should be made q factor
of interest. Every incident should
bring ready tribute to the joyfulness Of
the pupils. Work should be disguised
play. Children should be induced to
get down from their stills, sometimes
used in the school room, and learn to
walk alone. Then why should the
school he interesting and entertaining?
LIST. Because the pupils mind is not
adapted to grasping bare facts pre-
scented by uninteresting methods. The
youth of to-day, as well as the youth of
all ages, Is and has been wonderfully
strange, facing not the stern realities
OF life, but living in fancied dreams, and
drinking at f0unts Of anticipated
pleasure.
OF all places, the school room should
be the most interesting. If we rob 1t
Of its interesting feature we check its
progress, and take from 1t those at
fractions that have adorned, thus
rendering it stale and m0notonOus to
the young.
The most interesting manner of re-
ceiving instruction Is the most desirable,
and knowledge then acquired is the
most lasting.
Children may study Geography until
doom's day, studying the words OF the
book for the sake of recitation. and be-
cause they are compelled to do it, and
still 90 down to the grave with no idea
of the earth's surface, of her mountains,
valleys and rivers, and her mines of
wealth. A student may have finished
the studies, Geometry, TrigOnometry,
Calculus, etc., but without = practical
knowledge of Arithmetic, his schooling
will be of little value to him; but II .
pupil has learned to love his work, and
his wisdom has been received by in
teresting methods, he has an education
that he can use-he Is equipped for the
great battle Of life. Why should the
schools be interesting?
End. Because 1t removes the "bug
bear" from the pupils daily task, and
tn its stead fills the day with pleasant
ihous hts.
The greatest difficulty to overcome in
teaching Public School is to remove the
idea of the lessons being 50 hard, and
the days SO long. The pupil would
play sick rather than 90 to school, and
II he goes to school he is constantly
thinking about his marbles, ball, etc.,
or he is lost in dreamland. Interest
should he instilled in the pupils, be-
cause it gives new life to them and to
the work. They are always on the
alert, ever vigilent for new idea, aud
ever anxious to drink deeper and deeper
of the streams of lifc's knowledge and
usefulness.
There should be an interest in the
school: Is
3rd. Because the interesting feature
of the school acts a. q powerful incen-
tive In moving the pupil to put forth
the most earnest effort IN acquiring an
education.
During the ages of the past the edu.at-
ed world has been looking for something
to stimulate the pupil and give him
lofty ambitions aud aspirations. She
has struck the keynote at last; the
schools have been relieved of their
fOrmality, and have been infused with
IN interest that Ii felt throughout the
civilized world. More boys and girls
are being educated to-day for positions
Of honor and fame than In any age the
world has ever known. Why? Because
of the interest that is now taken in the
education Of the young. We know he =
yond q doubt ,chy we sh0nld be- inter-
ested in the school work. but the ques-
ton now arises, hqm are we to awaken
this interest.
LIST. by the teacher herself being
filed with energy and enthusiasm.
The material may be good, aud the i'm
plements of the best quality, but II the
workman Is deficient, the work is an
absolute failure. So 1t Is in the teach
ing profession. The books used may
come from the best authors, aud the
students may have minds capacitated
for great stores of knowledge, but II
the teacher does not feel the weighty
responsibility and the Importance Of
her position, her work Is q failure.
Would to God that the teachers of our
land and country could be awakened
to a sense of their duty. We who have
the nations welfare and happiness In
our grasp-we who to = great extent
are moulding the characters Of the CON-
ing generation, as the mighty engine,
when all of its parts are perfectly ad-
justed, sets In motion thousands Of
wheels which cause to vibratc laws OF
thousands Of spindles, all moving in
order, 50 it Is with . teacher that Is
alive to her work. Her power Is felt
by her students, and interest shOnltl be
awakened. Uor,
End. BY manifestation of intsrest on
the part of the patrons, by their CO.
efforts aud cO-labOrs with the teacher.
A teacher may spend all of her time
aud energy In trying to interest pupils,
but if the parents fail to give her their
most cordial support, her labors are In
vain. The teacher reasons this way.
If my pupils own parents are not inter.
ested in their education, why should I
be: The school at once becomes q
drag. How shall we awaken an in
| tereSt in the SCHOOL,
3rd. BY using every possible means
of giving life to the school, by exact.
ing obedience and perfect lessons, and
telling stories. anecdotes. etc.
The moment q teacher loses con.
troll over her pupils, all interest is lost
and all progress is checked. Have few
rules, and enforce them 10 the letter
speak few words and mean every WORD
you say-should be the rule Of every
teacher. Break the monotOny Of tn {