Delaware gazette and state journal. (Wilmington, Del.) 1883-1902, 1901-05-02
A TEACHERS RELATIONS.

Mrs. Ida Gilbert Myers. assistant
superintendent of puclic schools of
Washington, d. g.. lectured before The
Primary Teachers Association, FRI
day afternoon, In the Willard Hall
Grammar School, Eighth and Adams
streets. The subject of the lecture was
"a Teachers Relations"
She said: ''In thinking out things
to help you i have tried to summon the
things that helped me. ] am glad that
| belong TO this great. active world in
this its golden age To US as teachers in
uplifting the common ideals is tc make
new heaven and new earth. The
human is paramount IN all things.
Our land is big, fruitful and free. We
are an open race to which all are flock
ing, but the incoming mass is in
coherent, unthinking, unknowing, I'm.
caring: all the cid peoples send us the
epitomies of their past and to US is the
task of refining this mass.
We must search for the best in our
profession, for on us is the RESPONSE
bility Of the future Every teacher is
the centre Of certain relations. To
education we owe debt. we must
gather all the knowledge and learning
which our faculties can grasp. We
have, the heritage of the world of
thought If we gather it in. A con-
sc,ousness of our intellectual short
comings, together with an ardor for
greater intellectual power, is our
greatest need. We must see and reflect
the times in our scheme of education.
True teachers are the knowing ones.
The kindergarten teacher needs as
much education and learning as the
college precsptor. We must study, pick
out the important things of life from
the unImrortant. In ali life's interests
nature is yielding to man, man is be-
coming superior aud We es teachers
must foster this supremacy. Natur,
Study has been systematizeu for us. We
must give the most to the pupils in the
least possible time. In study there are
two highways, one broad with foot
prints of many scholars and wise men,
the other the crooked Faith of personal
experience, and we must traverse this
before we reach the other. Our ex-
periences make found atoms for our in
tellectual requirements. We must live
actualities; we grow to love what we
study. Study with pick and spade the
earth it3elf and then Its various stages
of development, then take plant life
and then ASK the vital question: What
are they to usY Let Us multiply our
experiences aud thus vitalize our
studies. We need more than all to be
students, to be scholarly. Besides
mere study ing, we must trace relation
ships. In all kinds of study we must
trace relationships until we realize
values and are able to measure thinga
and can go to the heart of things rather
than tumble with wIappinRs.
The world il not unreasonable when
1t demands culture and knowledge. We
must study the world of childhood.
This study has many enthusiastic fol-
lowers who help US. Probably the best
students Of the child are enthusiastic
teachers Our work in the schoolroum
is studying the child, and sometimes in
studying the mind we forget the body.
Mental strength comes only from physi-
cal strength. After studying their
bodies, then look into their minds.
Count everything as grist that comes to
the mill in studying children.
The next relation that the teacher
meets is the professional relation
giving the knowledge which you possess
to the lid. The question is how shall
we get the environment of the child
into him, to get the life around him
into his life. Life and its fulfilmenJ
are work. This is a work-a- day world.
Then there is the teachers relation
toward life, toward pleasure. / have
a right to pleasure and to define it for
myself BIZ long as it does not hurt
others. In order to have pleasure we
must have health. We must study our
hodies.
Don't be frightfully and fearfully
right, be big and broad and human.
Health. pleasure, happiness. culture,
all these the teacher has right to and
it brings her power. :"