The Telegraph-courier. [volume] (Kenosha, Wis.) 1888-1946, 1900-03-22
THE ART OF INSTRUCTION.
A Kenosha Teacher Sets Forth News in
Regard to the Work of Teachers.

Few people realize the fact that a
true and successful teacher must pos
sess the fundamental pedagogical pow
ers at the beginning of his life. He
enters the world carrying with him as
a birthright those energies that are to
shape his destiny. The father may
say to his son, 81 will make you
sailor, or farmer, or mechanic" and
the young man may creditably fill
either of the named positions; but his
paterna1 ancestor cannot with the
same propriety say, ''You will be a
lawyer, a doctor, or a teacher" A
person to be a lawyer must have
requisite abilities from the start. If
he cares not for ponderous law vol
umes; if he has a very taciturn nature,
he had better avoid the intricaCies of
the legal profession. A teacher re-
quires natural abilities just as much as
a lawyer. He must be a recognized
leader from his childhood. In carly
life he shall develop those latent
training powers which must at all
times be manifest in his actions.
Lastly, and most important of all, his
work shall be work of love, not COM
pu1sion.
It is a seemingly easy matter for
many of our so-cal1ed teachers to
'Erun' school and draw the salary.
Woe be unto the helpless subjects en-
trusted to the care of such hypocrites!
Day alter day from morn until eve the
eyes of those innocent children are
blind to the deception, the malicious
fraud that is being practiced upon
them. Many are anxious to learn,
they hunger for knowledge, but food
comes not. The reason is evident;
they have no teacher.
Some may consider the foregoing
statements rather harsh coming as
they do from one who has been con-
nected with the work of the school
room. The writer has seen sufficient
evil effects arising from misguided eff
forts, or more often lack of
any effort, to convince him
that such practice is none less
than criminal. An instance of wasted
time in the schoo1room may be found
in the much abused practice of story
reading. Let it be understood that
such an exercise has it's place, and
under proper directions may be pro-
ductive of good results. AS generally
employed, however, it's value is great
1y diminished or entirely lost through
misuse. A lazy teacher ~ resorts to
49, "a cob iii IN Cr
time. Pnpi1s enjoy it? OF course
they do. We all remember, how, when
our days lesson consisted of difficult
task, the coming of the recitation hour
| filled our minds with fear. How pleas
ant it was to have the teacher spend
that much dreaded period in reading
or telling stories! What an air of sat
isfaction pervaded the room as we sat
there spe11-bound (?) not thinking OF
the reading, nor the teacher, nor the
days lessons, but with ot1r minds fixed
on objects far distant from school.
Where is there one particle of eduCa-
tive value in such methods? Is the
mind strengthened? Have any latent
powers been developed? No! Those
pupils are ten-fo1d worse off for being
! placed under such damaging influence.
A pernicious habit has been formed
and the pupils themselves realize the
| fact.
| School boards are to blame only sc
far as exercising proper Judgment is
concerned. Oftentimes they use nc
reason whatever in selecting their
teacher. Many are hired for one OF
two objects, friendship o. cheapness
Such practice needs the attention Of
all patrons of the school, and will only
receive it's final death blow when they
rise against it. Give us teachers
who have a higher aim in view than
holding positions and drawing
! salaries.
A KENosHA SCHOOL TEACHER.
March 10, 1900