The Wichita daily eagle. [volume] (Wichita, Kan.) 1890-1906, 1899-11-29

those best adapted to the particular
child. You are asked to understand al
conditions and meet them. I remember {
boy who was brought to me VINO had
had trouble with his teacher, and he said
My teacher does not understand me-
asked him if he was sure he understood
the teacher
The teacher must reach beyond the
child and beyond the text book. do not
want TO enlarge upon what is expected
OF the teacher, but do want US to real-
lie our part in child study.
THE tendency in our common schools
is to feel satisfied If the child has mas
tered the work outlined in the course OF
study. The question often turns on the
point: Does he know how to do what
is required of him-a certain amount OF
arithmetic, language, history, algebra,
etc. Does he hold enough of these to
warrant passing him on to the next
grade? This tendency has led to the
great discussion of 'apperception.' We
fail to ask the question Has the child
taken the material and made it a part OF
his nature, a part of his very existence? p
There are two purposes that the
teacher should have in mind in educat-
ing. Has he mastered the required work?
and, has he mastered it so that he can use
it in his after life?
The child must be educated to that
extent that he can apply ali knowledge
obteined. He must learn the proper ad-
jrstment of the material taken in.
Food is taken into the system. It is
no particular good at first. It goes into
the blood and finally it comes in contact
with living tissues and becomes living
tissue itself and is then a part of the
real life Of the body.
is as that food-it is sus "Memoryde d
Memory is as that food-it is suspend
ed until it can become living tissue. 1t
must be- a reality. It must grow into
the child's nature and be a part of his
vitality. This part which he gains is a
benefit in all his future life. 1t is the
duty Of the teacher not to I'LL the chid's
mind with facts but to arrange the ma
terial in such a way that it will meet
the childs needs
1.-THE teacher must know not only
knowledge, but how to arrange and class
ify. He must know what the child IS,
what he needs that it may assimiIate
and be part of his growth and develop
ment. Children are inattentive. We won
der. They fail to be interested. We
wonder. The human system is busy at
all times building up the human system,
reaching out for everything that will
meet its particular needs and so the child
mind is watching for the sustenance that
will meet its own conditions. There are
various causes for lack of interest. Bod
lily discomfort, lack of clothing, ETC., but
interest Is never stimulated until the
child sees his need and recognizes what
will fill that need.
I'm some cases it will take twentieth
century teacher TO discover the need
minds are sometimes so distorted.
I'VE often say when we fail to interest,
that it is innate meanness.' We are in
the habit of throwing things all in one
condition so that we may meet that con-
dition AMI we are so pressed for time
investigate the real cause of tnatten-
ticn.
ION that word interest depends all the
success of the teachers.
1.-The conditions are various, indeed.
You have timid children that will suffer
all day and say nothing about it and
you have others who will not suffer at
all and say nothing. We fail to study
our subject from the standpoint of the
child and hence the children lose inter
est"
President Stanley asked the teachers
how many could remembers one thing that
before they were five years old.
Several hands were raised. He then
asked how many could remember every
thing that had happened in Que day from
early morning until late at night before
they were five years Of age. Twenty
four hands were raised.
He said: ''Why is that? You were in
5erested in that. Your heart, and whole
mind were in it"
when we discuss interest we naturally
think OF the different things to inci;e
Lessons may be made interest
ng by pictures, music, games, etc, but
he lesson is a failure If the child loses
sight of the thing itself In the school
'oom the various branches of study must
eventually he the source of interest. Bring
n your helps, etc, but be sure that the
-IILu uOSs hOt loSe SiSIl VI tIle AedI lii'liS-
When you solve the question Of interest,
nothing more need be said of attention.
The teacher of the day must study the |
,hild. but she must first study herself !
he first qualification of every teacher is
elf-mastery.'
After President Stanley's address, Mr.. |
Allen made some announcements con-
,erning the Southwestern Kansas Teach |
RS association. Miss Clark spoke of a |
cries of entertainments 10 be given by |
he musical club. Miss Jackson explained /
ne work of the Saturday and Sunday /
fnited Chirities. Mr.. Dyer made some (
and the meeting was ad-
nurned until December 9.