The Worthington advance. [volume] (Worthington, Minn.) 1874-1908, 1899-08-18

requlslte OF tne teacher who governs
well. M AXE few rules but enforce
them when made. Secure order by
keeping the pupils busy at useful
tasks. Teach them how to- study
and explain to them what it means
to get a lesson. Many children do
not know after they have studied q
little on q lesson whether they have
reached the proper standard or not.
Be tolerant of thoughtlessness and
severe only in cases of willful disobe-
d1ence. Have the work fOr:each day
done on that day If possible, but do
not keep after school as q punish
ment, only to have work made up.
like the teacher who does not
claim to know it all and is willing to
learn, who takes suggestions from
her superlOrs kindly, and appreciates
the real part that belongs to her in
the training of the large number of
children committed to their care,
by the people of the respective dis
Crlcts, who is earnest and honestly
tries to keep up her end of the work
and supply her full share of the re-
straining influence in school and out
that every teacher of the young
should exert, who is en- thusiastic
and by her own love for the subject
she teaches, inspires her pupils with
zeal for their work.
like the teacher who Knows her
subjects thoroughly and is going in
to them deeper, who does not talk
too much in School and out and who
understands that the real test of her
teaching ability is not what she
thinks her pupils know but what
they can do in her classes. II her
classes cannot do their work let her
look to her teaching for the reason.
L like the teacher who does not
Keep up continual futter, buzz and
noise while conducting a recitation
10 try to cover up the ignorance of
her pupils. Teach them to stand on
their own feet and tell what they
know IN manly or WOmanly way
and blame yourself In q liberal man
ner II they cannot do it. Study this
problem and try to solve it in your
own work.
like the teacher who appreciates
that it is not only unprofessional
but unkind to gossip about school
matters, school work or pupils, no
matter how entertaining it may be
made in general society. The law
er or doctor or minister who made a
practice Of such unprOfessiOnal con-
duct would not long be tolerated.
yet know of teachers who make it
practice to play the clown for the
diversion OF friends, by initiating,
m ocking and ridiculing the eccentri-
cities, peculiarities or bashfulness of
pupils in their school,.
like the teacher who does not
spend the most of her energy on
matters wholly extraneOus to the
school work and then come to school
to rest, as have heard teachers re-
mark they did. Taxes are not paid
6y the good people of any district to
be spent upon energy diverted in this
way. w hen a teacher accepts g.
position in any public school she
must concede the fact that she sus-
ta1ns a different relation to that
community than before hence there
are some things which as q private
individual she may do without COM
ment-dancing, playing cards. using
slang etc.-but as teacher, never
without criticism from q part at
least of her patrons.
like the teacher who conducts
all her work in formal and digDi-
fled way, even in dealing with little
children too great familiarity leads
to serious results later. I like the
teacher who has q firm. quiet wav.
and SO drills her pupils that they
pass around the room, to the boards
to their classes, close the doors, etc.
In a way that she should practice
herselt as an example to them. Al
r mo M 1rrs0vr <4~
noisy unmannerly pupils.
like teacher who does not try
TO XIII time In g. class in order not to
reach difficult point in the lesson,
who does not try to show of how
much she knows about the lesson
herself, but keeps steadily in mind
Che truth that q teachers profess
1onal ability is shown by the bright
ness OF her classes rather than by
her own forced enthusiasm and vol
utility.
I like the teacher who is loyal to
her superiors, to her pupils and to
ner school work generally, who |
cares more for good character, good
scholarship. and real culture than
Tor society 80 called, and what ri
have here said leaves q large mar
gin for faults common to our frail |
human natures yet 1 feel that our
schools would be benefited by the
observance OF even a part of nv
suggestions in these matters.
Bear in mind that the lasting in
f1uence Of.a school fs not the facts
learned from the books but the in
SEPARATION which makes for cbarac-l
ter and which is the result Of cor
rect methods of instruction. Good |
ness not smartness.
Wishing you all the highest sue
cess possible in your work for this |
year and coming years, I remain |
very sincerely, Your friend.
LAFAYETTE BLISS.
Worthineton, Mimi,
August 8, 1893.
pARKERS8
HAIR 8Al4Am
Gle1noo and bsautifiD ~ Nh
Promotes o mxuIians g1uV(6,
- Never 1a!ls e 1seee Qsavu l