The farmer and mechanic. [volume] (Raleigh, N.C.) 18??-19??, 1901-01-01
PROF. KESLER'S ADDRESS.

be no mere trouble
PROF. KESLER'S ADDRESS.
Prof. j. l.. Kesler, of the Baptist Fee
male University, followed Prof Kelley
with a very striking paper, The Teaching
and the Teacher The originality Of
style ard beauty of language of this paper
were among it's principal features. Some
of the thoughts were as follows: Ihe
genuine teacher is born Of nature. Any
man fit to teach stops there nature stops
The scope of the teaching is the laws OF
nature and the natural relations. Inc
teacher teaches more than the study OF
his subject. He imparts his thought TO
the pupil, communicates hlmSef, as II
were. The principal thing to be Impaired
is morality using the word in its largest
sense as it should be.
The work of education is to fit men
to perform justly all the requirements CT
life. OF course, there must be an artlcu-
lation of the academy with the college.
and an articulation Of teaching with the
teacher and the taught. The teacher
must know what he teaches and whom he
teaches. He becomes a medium OF the
telepathy of nature. 1t is a sort Of wire
less biography It is not SO much what
he does as what he cannot keep from
doing, and not so much what he says
as what he cannot keep from saying, that
has the greatest influence. He is &
mediator between nature and the child
he makes clear the picture that was ersl-
while dim, and brings out the good i'm
pulses that are within the pupil. There
can be no teaching without learning.
Real teaching implies cooperation; it
canot be one sided. The intention of the
teacher is answered by the attention OF
the pupil, and the result Of the equation
! is retention. He makes the pupil see; he
! does not see for him A first he must
necessarily clear away the details that
prevent a clear view.
| "Tcaching is living and living is pray
| ing, and praying is loving. Life is reli-
| gious to the core. The difference between
! the tyro and the master is the difference
| between the scribe and Jesus Both taught
the same thing, but the teaching of the
j one was dead of the other vitalizing
| Ones was dogma, the others life. The
| result of the one was a mechanism, of the
| other an organism. Details have to be
| memorized but. if we stop there, nothing
| is accomplished for the facts remain IN
digested. My contention is for significan
| teaching, analysis and specification ma,
| be carried too far
Prof. Kesler showed at some length
| that what is generally called inertia o
matter is only a relative term, matte
not being absolutely inert. Il contend,
he said that we must see things il
| motion.
The secretary, Mr.. Robert L. Madison
deferred reading his report on account G
the lateness Of the hour, and merely an
nounced the program for today, which i
as follows:
| Appointment Of committees.
$50 a. m.-Address, Prof. w. T. Whit
| sett, Whitset Institute.
| 10 q. m.-Address, The College in Re
lation to Secondary Education, DR.. w. F
| Few, Trinity College.
General discussion
1O:45 a. m.-Literature in Secondar
Schools-Its Object, and Methods
Teachng-Miss Margaret Burgwin Hill
lard, The Francis Hillard School.
Discussion.
II: 80 a. m.-The Report of the Com
mittee on English in High Schools Gre
port by the Chairman, Prof S. L. Sheep
discussion led by Prof. P. V. Anderson
Trinity Park High School.
1915 p. m.-Some High School Problem
Prof. d. L. Ellis, Sanford High Schoo
Discussion.
90 p. IMMORAL Training in the Aca6
emy-Prof. j. A. Campbell, Buie's Cree1
Academy.
Discussion.
] As p. m.-Business Meeting-Electio
of Cffcers-Reports of Committees-U1
finished business.
! 1t is not proba BILE that Prof. CamDbe
| will be present, on account of the recel
| disastrous fire at Buie's Creek Academ