The Saint Paul globe. (St. Paul, Minn.) 1896-1905, 1900-12-27
TEACHERS N ST. Paul
Continued From First Page.

Continued From First Page.
the sympathetic delight at each small
success of the small 10y, these exhibit Ms
of heart and soul are what is needed In
the dead, drear waste Of humdrum sch 1Cl
life All this fosters SpOntanelty, push
and pluck. All hail the day in which one
cares to do the unconventional OCCASION
ally. The teacher should be human ne
ing and act like one. An idea planted IN
the soul, Watered by pleasant surround
ings, fertilized by the sunlight Of warm
human sympathy, will OF necessity Sprout
and grow. Tis III the nature of things.
lyon dreamy boy, so unlntereSteu ana
uninteresting, is thinking. What is he
thinking about? Teacher, it is your r BUS s.
mess to know. Percnance his horizon IS
filled with his latest possession; nearly
bis whole world IS made up of "a opitS.
The teacher knows not this, his SISTER
does and advises their destruction. Here
IS no touching Of soul with soul, no COM
mon sympathetic interest, a world OF
locked-up possibilities and no one search
ing for the key.
without charity our schools are peni-
tentiaries Of learning; they compel but
do not impel.
"A sensitive boy, too sensitive to throw
off his mask of bravadO, thinks nor e
of being recognized than we know. A
genuine smile, a friendly nod or a hearty
goodbye, will do more to warm the heart
than the best executed lesson plan ever
proposed by pedagoglc seer. 1t is Tor
tunate that the word schoolmaster is be-
coming obsolete. l hate the word mas
ter; one cannot help coupling with it the
word slave; we want more of PestalDzzi
and less of Sturm, more of Arnold and
less of Loyola. Let US hate vice but not
the vicious dirt but not dirty, Grim
inality but not the criminal. 1t is the
Christ in US, not the Pharisee, that wins.
1.-The teacher may be of the right sort
and still have the very life ground out
of her by a. conscientious but oyer-eX-
acting supervising officer. Let ME tell
a little story.
There came a new sensation into a
certain building in the city of y. A
young woman of some experience in a
smaller town came to teach there. She
was healthy in body and mind, her eyes
sparkled, her jolly enthusiasm was con-
tagious, teachers too tired and spiritless
to more than nod to each other, caught
her spirit; everybody was glad to stroll
into her room during interIniSsiOn and
laugh they all went away sWeeter and
stronger. 1t is needless to say that her
room was possessed of a healthy spirit,
All went on well till the end of the first
month. The time foT reports came. Her
more experienced friends shook their
heads and looked wise. Our novice look
ed gay, and said: I know about reports
I've made them out before She smllingIy
handed them to the principal on We'd
neSdaY morning. They were weighed in
the balance and found wanting. She was
COldly Informed that She had wasted the
blanks. Another set was furnished her;
she went away a little less cheerful than
before. One o'clock at night saw her
task not half done, fatigue overcame her,
she blotted, made blunders and scratched
in vain In the morning She went to
school looking little pale. yet ready
those reports were not in shape to hand
in on Friday morning. The principal s
ukase had gone forth that those reports
! must be in the hands of the pupils on
FRIDAY. SO at the end Of school those
pupils We're made to sit still till the
reports were fnished-f1nished by the
| teacher with the conscientious princiDaI
sitting in the room. Some conscientious
! AT the end OF the second month more
trouble followed. Her roses are now
gone, DROWNED in a sea of P's, G's, G
! plusses, V G's and Els The best element
| IN the school destroyed for what! Nv
| friends, this is more than an allegory.
A coed general must do more tina
properly drill his men, more than keer
them straight and respectable. Unless
| they are healthy and in good spirits he
is failure, no matter what other Quail
ties he may possess.
COMMITTEES APPOINTED.
The following committees were then
appointed by the president:
Nomina ton w G. Schmitz q M
| Cesander, E. T. Carroll.
= EnrolIment-W. Angus, F. H Hosmer
! c. G. Shultz.
w. w. Hobbs, Supt c. e. Frazer pa
Resolutions-Dr. C. M. Jordan. DR.
! Br1dgman, Frank A. Weld.
,Legislation-.J. d. Bond, d. E. CIoyd, c
Schultz, c. p. Koehler. w. A Shoe.
! maker, eX-OfficiO.
PROFESSOR KIEHLE's PAPER.
Under the head of THE Problems o
! Training Teachers DR.. David I. Kieh1e
! professor of pedagogy in the state uni
Versity was the first to speak, he dealin,
with the matter from the standpoint q
the university
lie stated that +Jo
in measure, the product of the univer
! slty, as in the higher institutions O
! learning freedom of thought was tn
| rule, and the institutions paved the wa
for modern advanced ideas on the sub
| Ject of education, especially primary an,
| secondary.
If the university desired to hold tn
place of greatest honor, it must yieIt
the greatest service. All over the Unite
States universities We're now adjustin;
| their curricula so as to ad
nit Of the greatest amour
OF utilitarianism. Attention wa
being directed to the solution of In
dustrial problems, and not the least i'm
| portant field of activity was the atten
ton being directed to the study of tn
child-mind, and the best methods of de
| veloping it. This problem is a most com
| pick one and what was wanted was +
take the child with its hereditary posi-
bi1t1es and train 1t so as to realize thes
in the best possible way. He then ont
lined the method in vogue at the univer
sity and gave a sketch of the courses i
pedagogy now available at that institu
ton.
Miss Sarah Brooks, of this city. led 4
the discussion following this able paper
She stated that teachers all over tn
state were more than pleased with tn
activity and thoroughness being els
played by the university faculty in mat
tiers pedagogic The great problem ncy
confronting teachers was how to bes
deal with the immense number of schol
ars who came to the school before the
were old enough to have any desire 70
knowledge. Experimental schools, tina
is, schools where young teachers could re
ceive instruction In much the same wa
as the medical student is given hospita
| training We're hadlu neaded Soma No