Catoctin clarion. [volume] (Mechanicstown, Md.) 1871-1940, 1901-04-04

Degln teaCnlnR tncy IlusI KNOW euouRu W
render further effort to develop mentally
unnecessary. Such an idea, on the part of
teacher at any rate, would show lamentable
want of fitness for and little conception of
the true scope of teachers responsibility
and opportunity. Some may have such ideas
but am happy to know that none present
today are SO Anticipated or 80 Indifferent to
the possibilities that lie before the active,
wide awake teacher who daily for many
months of the year is thrown in close con-
tact with go many unframed minds.
There are drones in every hive SO It is just
possible that somewhere within the ranks a
few teachers may be found who listlessly
plod along until they are pushed aside BY
those who are more progressive and realize
the responsibility of the profession. No one
can deny that this is an age of progress not
only in one line but in every particular. 1t
is also just as evident that the American
people at any rate soon grow FESTIVE under
one long continued method no matter how
pleasing when first introduced. The children
in our classrooms are but miniature men and
women of America and shall we expect them
to rise superior to all surrounding influence s
and be the examples instead of the imitatorss
This desire tor change is not to be con.
demned without reserve for tho evil some.
times comes from too much dissatisfaction
with present environment, yet none Of our
great inventions and discoveries would ever
have been made had perfect contentment
with the good old way" existed.
Surely no teacher wants TO pursue the
same method OF presenting an idea year after
year. Even from selfish standpoint it seems
evident that teacher would feel impelled to
vary monotony which could hardly be
otherwise than nauseating. Then, too, It
becomes almost an absolute necessity to know
more than one way OF presenting the same
truth when we stop to consider the unques-
,ionable fact that all minds are not alike and
cannot grasp ideas In the same way. The
fact that we are to teach the same branches
every year Is no excuse for either routine or
careless work. am firm advocate Of sys-
tenn but it can be varied, We are not salts.
fed to have our potatoes always served one
way at table but find much pleasure and
qualification to our sense of taste by the var.
ious methods appropriation. This Is equally
true of many other articles of diet and their
value as food article is not lessened by the
change. The same truth cannot be contro.
cad .,,r IN han nj
presenting the unalterahle facts which are
contained in every text book.
Now the question is how are these new
ideas of cooking and teaching to be obtained2
Well if ones brain (llke mine) is not fertile
enough to evolve satisfactory plan they
will have TO go to their neighbors and ask
for information, or borrow book Of recipes
for cooking, or better still, buy a cook book
of their own; or it, you are teacher devoid
of practicable ideas it would be very benef.
cial to become a subscriber to one or more
educational magazine In connection with
which Reading Circle could be organized
to meet at least once month where by inter
change of ideas and suggestions much help
might be gained by those who are anxious to
do so.
"In Union is Strength, Divided we FALL
though said of our country, is equally true of
our profession, There is an inspiration In
kindly exchange Of thought and friendly
greetings that cannot he estimated. Much,
very much can be done alone as has been
ha frnt nil y nf ma N "
of our great men, 80 no one need despair il
they are 80 circumstance but let us avail
ourselves of the brotherhood of man by
helping and being helped along life's path.
way, which, even at best, is not all happiness
but is oftentimes frsught with anxious care.
In order that we may derive the most
possible benefit our reading must not be
along one line only, exclusive Of all Others
that may have broadening and deepening
effect upon our mental faculties. One part
of the body fully developed while the rest is
neglected does not make graceful, symmet-
rical whole and 1t is the same with our Ideas
80 think we ought to read not only con-
corning pedagogics but refining literature rs
well. am fully aware that the suggestions
mean work if they are to be practiced, but
surely no teacher wants to be stagnant
pond from which frequently poisonous va
pors arise We can get positively nothing
without effort.
1.-THE heights by great men reached
and kept
Were not attained by sudden fight,
But they, while their companions slept;
Were tollng upward in the night"
Let US not be the sleeping companions but
let US be toIling upward in the obscurty OF
our little country schoolrooms so that we
will be prepared for the heights of more ex-
tended work if the opportunity presents
itself, and not be without tho golden spoon"
of finely cultured abilities ITO cat the soup
of desirable advancement either in position
or salary when 1t comes. If unprepared for
an opportunity when it comes at first, 1t Is
seldom that it will ever return, for mot q
minute ever comes back" and verify believe
that opportunities never come only to those
who might have been prepared had they
put forth the necessary effort.
One important privilege of a teacher 10 ia
implant into the minds of the pupils they
teach, desire for pure, elevating literature
and it is next to impossible to interest others
in that which brings no pleasure 10 ourselves
The other day I read of teacher who
thought she had won victory when she
had helped a certain backward ten year ole