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

school. Ii the teacher is fitted to
teach that Is sufficient reason for
the command and the child should be
taught to respect, authority. Much
energy and money is now being wasted
in our public schools because Of lack
OF the dicipline necessary to do effec-
tive work. pray you as teachers to
do your duty along this line.
It is the duty of every teacher to
avoid becoming mere pedant.
Strangers ought not to be able so
readily to detect us by our speech or
manner. Liberal studies in literature
are helpful. Every teacher should
study some things which she never
expects to teach simply for their cul-
ture value. Cultivate conversational
powers and don't talk shop" Keep
up with the times by reading good up
to-date books and magazines. Strive
for freshness OF mind, remembering
that while the body must age, the
mind may be kept fresh and young,
A teachers ideals depend upon culture
and comparison.
II as teacher you wish your pupils
to become thinkers, you must be a
thinker yourself because children can
Aoo No P.OpOAAy oouSuo Ny Ouo VIII
cannot think. If you wish them to
become workers you must be worker
yourself. You must be quick in
speech and action unless you want
slow, dull, stupid plodding pupils.
Children catch these habits very quick
ly from the teacher.
If you find shat your pupils, or a
majority of them do not love humanity,
nature, books and work, aud that as a
rule they do not rely upon themselves
but lean upon you, then put it down
that you are following wrong methods
in your teaching. Right about face in
your methods, and remember that she
is the best teacher who soonest trains
her pupils to get along without her.
Did hear you say that your child
rem are "beggars" because they are
always running to their teacher for
every little thing? Then you are what
is called telling teacher. Real teach
ing is training a pupil to rely upon
himself. A lesson which exacts little
of pupil is worth only little to him.
Keep this truth constantly before
you that the great lessons of a school
are found not in text books but in
teachers. Emerson once said to Pres.
Strong, Of Carleton College: II do
not care so much what subjects nv
children study in school, as to whom
they recite." Intellectual growth de-
ponds upon persistent mental activity.
and the good teacher, the one of SUP
erior mind, will arouse this activity in
the brain of the child. Then again
training which does not have as its
On h0l 3tr
no value.
It is generally conceded now by
the best educators that the only true
measure OF g. teachers professional
ability is what her pupils can do
not what she thinks they know, but
what they really know and can ap-
ply. II pupils have been thoroughly
trained so that If they know q thing
they can use it without regard to
time or place. How often we hear
IN recitation, II know but 1 cant
TELL" This usually points to the
fact that the teaching is weak on
the side OF training and drill. I'm
pOrtant rules and principles in all
school subjects should be thorough
~ committed to memory and fire.
quently reviewed. A pupil gets only
q superficial view of a subject at
best, the first time he goes over it
hence experienced teachers give much
OF their attention to reviews. and
dwell particularly on fundamental
principles. The strength of a habit
depends upon the frequency of it's
repetition.
Do you think that a person who is
blind and deaf could make a success
IN teaching one of our common
schools? I once heard q visitor to q
room in one of our large city schools
remark as he left: ''That teacher
has uncOnsctOusly become blind and
dear to conditions that startle mel"
Did you notice the disrespectful tone
OF voice on the part of pupils in re-
citing. their constant whispering,