Daily Kennebec journal. [microfilm reel] (Augusta, Me.) 1870-1975, 1901-12-27
IN SESSION..
Continued from page So

And SIM thee in the liSh; of happS
faces? . -,
Love, Hope ana Iabehcc-th'sF mss :"
thy sraces ~ 49,,
teach school.
If children are treated right the uu2'-
zion OF order will take care OF Itself.
The age demands the strongest wiiis it'.
highest motives. hot broken wills ana
abject fear.
W. + Russell of Gorham Normal
school, next spoke upon Science in the
Grammar School," in which he urged
the necessity of teaching nature 70 the
pupils in our schools. The speaker be-
,ieyed that at least two nature studies
should be taught in the last year OF
the grammar school course. Fifteen
minutes twice each week, would De
sufficient to devote to these studies and
the benefit derived would be very
great The study of nature in all
schools would result in great good To
the children and bring about much
needed change among the people in the
matter of knowledge concerning in
sects. birds and animals whose pres
eryation would be beneficial To man
kind The love of nature moral train
ing. perception. practical questions and
reasons are the objects to be taught.
and there should be manual activity
rather than too much language. Chill
dren should be taken into the fields
and the woods and practical tests
should be given them. In this way n
more perfect knowledge of nature may
he derived than by any other method.
Teachers should have no excuses Tor
failure to teach nature to their pupils,
although often they neglect to do 50
on the ground that they already have
100 many recitations. that their pupils
irc now overWorked or that they are
NOT prepared to teach the study. This
should not be Child nature is the best
study and it should on no account hr
neglected.
How to Succeed in Teaching Was
the subject of an admirable essay 10y
Superintendent F. II. Nickerson Of
NeIrosa Mass. He spoke of the vail
Gus features that contribute to the sue
cess of a teacher and referred to To-
means through which teacher may
succeed in his chosen work. With some
teachers the thought that is upp L
most is how to succeed in getting
large salary, no matter how it is -
cured. This is not the measure of su =
rpss in n teachers life. That teacher
is successful who secures satisfactory
results in his school rather than tn.
one who succeeds in obtaining advancr-
nent by revertng To the schemes ri
the politician. The second conception
of the duty of n teacher in order -
win success is the correct one. by fell
lowing which he will succeed i'll the
highest and truest sense. There Is
much mal-informatiOn as to what ana
how to teach. Practice must be shaped
lnnn the idea that education is some
thing above and beyond the mere ar-
uuirelnent of knowledge. The scholar
must be taught how to live and how
10 make use of the faculties which he
is endowed i'll the keenest and best
sense To live. is not merely -
breathe. but it is to get all there IS out
of the life we live. Education is I"
give the child the knowledge that viii
hiring him forth into the full stature
If the educated man. mentally ana
uhysicaIly strong. Education is open
ing out the way where the imprisoned
splendor may escape. says browning
knowledge is that which stands IN
closest relationship to the spirit y
.onception of true education is in the
line of these ideas
The teacher who will go about ms
labors with such conception will hnd
his work UNNECESSARILY NShtened.
studied algebra under teacher Wnp
had no knowledge of the study, yet
made good progress. We stumbled
along and accomplished much hecaus"
we worked together. | believe a teach
er who does not send out large frac-
ton of his scholars fully alive To the
necessities of life has failed. SOM"
teachers do not discern the difference
between essentials ana non-essentia!s
and waste the pupils time in lesso Is
which will be Of no practical us" 10
them Some of those who ttaCh are
not sufficiently grounded in the funda-
mental principles of education. 1t *
the exceptional child that is naturally
STUPID: the teacher may not possess
the ability to impart knowledge and
this fact accounts for unsuccessful re-
suits. All true education is really SELF
taught-is developed and perfected by
self-efforts The instructions and TIE
examinations Of the teacher are of
great benefit in clearing away the
doubts and fears Of the pupil and
these should be always founded upon
correct principles.
Lack Of appreciation of the great
value Of the work in which he Is en-
gagged is fault with many teachers.
Too many teachers enter upon the
work with no idea of the duties and
responsibilities devolving upon him.
Too many Of US who have long been in
the service neglect important dutl g
and laborS. If we would do our whole
duty we must be patient with the chill
dren and must see in our pupils MT
50 many boys and girls but future nne il
and women, and that no false know
edge shall be absorbed by them thiougn
fault of ours.
Careful preparation in the methods
II imparting information cannot IL
too highly commended. The largest
mea sure of success has been won by
those teachers who have been able to
grasp the highest and largest view of
the methods necessary TO develop in
telleCtual power in the heart and the
mind and the body of the child. The
teacher should be what We would have
our pupils become
Principal J. F. Ryan of Red Beach
was to have delivered a paper on His