The Saint Paul globe. (St. Paul, Minn.) 1896-1905, 1897-12-14
TAUGHT SCHOOL HIMSELF.
THINKS THE ADVANCED METHODS
OF TEACHING NEED MORE
IMAGINATION.
FAvoRs MORE PERSONALITY, TOO.
Admon1shes the Teachers to Enter
the School Room With Lots of
Sunshine on Their Faces.

evening had the pleasure of listening to
an address by Bishop Gilbert. 1t might,
perhaps, better be styled a talk, for 1t
was addressed more particularly to the
school tecahers who were present, and
all through it was evidenced that bond
of sympathy of former co-worker. 1t
was repIete with suggestion and ad-
vice, the admonition of a man rich in
the wisdom of mature years and close
observance In brief he said:
'I am not going to tell you how to
teach; it has been so many years since
I taught that I am to a great extent
unfamiliar with more advanced meth
DDS. What I say Is merely given as
suggestion, or that 1t may be a slim
illus to you.
"Some time ago I read a statement
by Mrs Barnett, wife of Dean Barnett,
who, IN speaking of the work in the
East end of London, said that there
was no hope Of benefiting the old peo-
pie, but that there was a fighting
chance for the children. 1t was sad
thought to me; think Of 1t. going into
the slums and maintaining a fight
against filth, against squalor and
against wretchedness, yet with only
lighting CIldLSS lOL lA4C NA4lAuA CLi' IL SNC
me to thinking, and when I was in
London 1 asked Dean Barnett what
was needed for the elevation Of the
children, whether it was better homes,
better schools, better clothes or better
food. He said they needed more mag
nation. The trouble with ignorant peO-
pie is that they have lost their mag
nation. It is to kndle imagination
that Is the work Of the clergy and
teachers.
II think our advanced methods of
teaching need this; what you teachers
should do is to kindle the fire Of fmagi-
nation. I think If I was teaching again
I would throw more personality into
what Is taught. 1 would make living
things Of the things in geometry, gram
mar, geography and history; then the
child will be interested in them.
when 1 was in London last fall, an
Englishman said to me that the great
trouble with American histories was
that they abused England-although
he confessed he had never read an
American history-and that 1t created
a sentiment antagonistic to England
A few days ago 1 read history, the
one used in the st. Paul schools, and
found he was much mistaken. There
is a little patriotic cOlOring in 1t, but
no abuse. L took great pleasure in
sending him a copy.
eff | was writing a school history 1t
would not be a mere chronicle OF cur
rent events and full of dates. Dates
scare children. [ would select fifteen
or twenty famous men of the world and
put their lives into a book. l would
select Moses for one. Some people
would object to the study of Moses be-
cause he is in the Bible. but 1 would
take him out of the Bible, for he was
one of the greatest men who ever lived.
I would select Saint Paul, not because
he Is In the Bible. but because he was
the source of inspiration. whose in
fiuences were world wide. In Grecian
history [ would not select Philip. the
warrior, but Demosthenes and The
mistocles. men the narration of whose
lives would inspire boys. OF Rome l
would select not only Caesar because
he was a good man, but also Cicero be-
cause he was a weak man. L pelleVe
that these variations would lead the
children to a study Of the epochs which
produced such men. This method L
know Is followed out to a certain eX-
tent. but is not emphasized. And then,
nv friends, throw little OF your per-
sonality, your own knowledge, INTO
your teaching. You know more than
your scholars. Throw In your enthu-
stasm and give your teaching your per-
scnal touch and inspiration.
IF [ were to teach again, L should
try to look happier. School duties I'M
mediately follow breakfast and break
fasts are trying affairs. The dittlcultles
of the day have not been settled ana
Won feel like settling them on the
children. This morning L said to boy
in Minneapolis. Fred, I've got 10 TAX
to the teachers Of st. Paul tonight;
what shall 1 tell them" He answered
Tell them not to be 60 cross. Tnere
a great deal in going into the school
roon, with sunshine In your face if not
IN vour heart: It will make the children
happier and light is life.
II would like to mention one other
thought. How much of the time Oh
the boy or girl do you have? Ihe
father is away working all day and at
evening retires q short time after sup
per. The mother is busy Win ner
household duties during the DAY. Inc
Sunday school teacher has the chlld
fo. one hour during the week. You,
teachers. have the boy for hundred
fold more time. 1t Is a tremendously
solemn thought What should be the
improved education? Not the develop
ment of the intellect; the newer ana
larger work is going to be more anu
more with the character OF the poy OF
girl. We are forced into 1t. we are
no longer teaching religion or the Blole
In the schools. 1t is sad, to me, but
on, NOT going to talk about 1t. l re-
neat that the schools will be forced
10 build up character along the moral
foundations and the normal schools Oh
the future will require the skliled eA-
merit In that line as we'll as IN the IN
tellectual. at
"Remember these thoughts. that, first
your work is not with the old, put Win
the Young; secondly, kindle their 1magl-
nations; remember that you have a
1aTea nronortton of the child's time,
and throw into your teaching the pow
or of YOUR own character. Let there De
a. sympathy between you and your
scholars, the children and we older
neople. and time will work out the prob
lem to produce worthy citizens, lana
Of honesty, uprightness and virtue.
Bishop Gilbert was preceded by
Labor Commissioner L. g. Powers, VINO
smoke briefly Of the child labor laws
n Minnesota. and their relation to the
schools. He declared the child labor
laws of Minnesota to be far in advance
of those Of other states, and that here
the number of children under fourteen
wears of age, employed In factories,
was only five out of every 1000 en-
nIoves. In New York it was twenty
six and a half, and in Massachusetts,
thirty-seVen.
MI Powers outlined the law and
spoke of the prevalence Of truancy, an
evil which could be reduced only by the
cooperation of the parents, the teach
ers and the public. Just before the
holidays a number of school children
are employed in stores. particularly the
large department stores, for four weeks,
m a certificate or excuse" from the