The record-union., 1898-11-23

AOIIll, Iall 1OI lack OI pFSpdIdliGl- AA~AA
again, the teacher who takes up the
work late in life generally fails from
lack of training. Many persons, es-
pecially women, take up the work De-
fore they are ready, and with not more
than the rudiments of education. Tne
worst part of it is that such persons
have not enough education to be able
to perceive their deficiencies.
It may be laid down as rule that no
one without liberal educational least
a High School education or its equiva-
lent, supplemented by a course OF pro-
fessional training-cRn be successTul.
Conditions will be bettered when Wo-
men, of whom the larger part OF the
profession is composed, select their Ire
work as men do, from what they are
fitted for. To be sure, there are some
persons who have a natural aptitude
for teaching that partially fills the lack
of experience, but these generally grow
dull and stand still.
Teachers often cease to grow and
there is danger of this, even in good
teachers. The man or woman who
after years of teaching grow careless
and stand still find themselves passed
and supplanted by the younger ones
who have steadily progressed. He IL
lustrated his remarks by a number Of
personal experiences. A poor teacher,
he said, is dear, even If he worked for
nothing. Therelare many teachers who
pay no attention to personal cleanliness
and appearance, things that count
against them with the children. whose
habits their personal example would in
fiuence.
The teachers of California are high
ly cultured and intelligent class, but
those who would be successful must
keep up with the times, for the next
century will make more demands than
the present one and teachers must pre-
pare for it. There is plenty of room
at the top of the ladder, but it is very
much crowded at the bottom. The only
! way to succeed is to lay a broad basis
of education and training and then
keep progressing. The education is
never finished and the teacher must
press steadily on.
The teacher, to be successful, must
have not only enthusiasm, but inspira-
ton and a desire to lift the pupils to a
higher plane of life.
WHAT CAN WE DO FOR THEM?
Miss Annie C. Weeks, Principal of the
Sacramento Grammar School, spoke on
What Can We Do For Them?''
She spoke of the fads that are often
aired in educational journals, and said
the result claimed to be accomplished
by them in some cities made the teach
ers ashamed that they had not attained
to the same high plane, and feel that
how +sa.1
larly severe on Mature Study in
which the child is instructed how
quickly a poor insects life can be de-
stroyed by scalding water, while on
the same day it may have lesson on
| Kindness to Animals and the teach
| Ing of individual investigation that is
liable to cause confagration in the
house and an infantile case or two for
the Coroner. She also took shy at
| the plan of teaching singing to the
| pupils by note without the aid of a
music teacher and by teachers who
know nothing of music.
She asked if, while progress is being
thus made, it is possible to do anything
to make an improvement in the com
mon speech of the pupils, which If often
a handicap to them in after life and
praised the GOOD Usage exercises in
the Revised State Grammar. She
thought the primary teachers could aid
much in training the young children
to use more correct language in their
daily talk.
She asked what could be done to raise
the moral standard of the pupils, which
| iG a much more serious matter than in
correct language.
| Some very pertinent questions were
asked and answers suggested in the
paper.
| AFTERNOON SESSION.
After roll-call in the afternoon, the
assembly was treated to soprano sole
by Miss Irma Fitch-Eckerts "Swiss
Echo Song"-Which was rendered in a
style that enthused her audience by its
clear, sweet phrasing, and she respond
ed to an encore by singing Five
O'Clock in the Morning" receiving a
Isecond encore, for which she sung AN
ME Laurie" with much feeling and ex-
preston.
Secretary Osborn read an invitation
/ to the teachers to attend the library
conference to be held next month under
the auspices of the State Library Trus-
/ tees.
On motion of J. H. Pond, the invita-
ton was accepted with thanks.
HISTORY WORK"
"History Work in the Grades" was
the subject of Professor Cubberly, ano
he said he would give the results OF
personal experience in San Diego
where the plan had worked well.
| He said that while many teachers gel
excellent results in teaching history
many get only fair results, while to 9
great day teaching the subject is bese1
with difficulties and the pupils vote his
| tory dull study.
| Many children learn only a mass OF
dates and dry facts that excite nc
enthusiasm in them. This shows some
| thing radically wrong in the methods
| Of teaching that needs to be remedied
| The child should have such vivid pic
| lures presented to him Of the principa
| facts in his country's history that they
will make an indelible impression or
| his memory.
The voyage of Columbus across tht
unknown ocean, the sighting of land
the landing among the strange race ani
taking possession and other events ir
their order, can be so strongly drawn
and vividly colored that they will in.
terest him. The connection of history
literature and geography, with clear
cut mental pictures of the events treat
| ed of and presented to the children
| is the most effective, beginning will
the lower grades. In the fourth grade
| the history work should consist largely
| of the introduction Of the lives of rea
Il u x>f f1r,r r
heroes like Benedict Arnold not being
4 oy,,icv Tn fha fifth grade f1a bioora nh