The Democratic advocate. [volume] (Westminster, Md.) 1865-1972, 1905-07-22

| nlses the fact that the mere accumulation Oi
knowledge and information does not supply
our wants; that no number of memorized facts
makes man a thinker, or does intellectual
service for him; that every fact worth know
ing is connected with some general truth, and
that facts not thus connected are of no value
considered from an educational standpoint,
and that the object of the modern teacher
should be to teach so as to develop the search
! ing and inquiring powers, the love of truth,
and the habit of correct reasoning, thus caus-
ing pupils to find out for themselves the things
! that were formerly given to them simply as
! facts to be remembered.
! This idea is acknowledged and accepted by
all educational authorities, and is, without
doubt, the trGe ideal of the term education;
yet, Notwithstanding its strong endorsement,
there is "A possibility of carrying it to the ex-
treme, and the criticism that school work is
being made TOO easy may have some founda-
ton. So much has been said and written upon
the subject of education as a mind developing
process that many parents and even pupils are
becoming imbued with the idea that the work
belongs entirely to the teacher, and that a
strong and vigorous application on the part
pf the pupil is unnecessary. In consequence of
this idea, many pupils enter the schools and
sit down, carelessly awaiting the development
process to begin, very much in the same spirit
that a gentleman awaits his turn for the bar
bers chair.
1t does not necessarily follow that the pupil
should be kept ignorant of the true ideal of
the term education, but that he should be
made to feel that he himself must play the
most prominent part in the development pro-
cess, and that the heights of learning are not
to be gained on "howery beds of ease"
In every branch of school study there are
many arbitrary facts which must be retained
by mere force of memory. Such are the asso-
ciation between names and persons, between
dates and facts, between contemporaneous
events in different countries. Now in all of
these cases no amount of Judgment or reflec-
ton will strengthen the association. Ii "a
pupil is told that an event occurred on a cer-
tain date. there is no reason which his under
standing can recognize why it might not Just
as well have occurred on some other; that is,
there is no rational process by which the fact
can be retained, he is compelled 10 depend
upon mis- retentive powers of memory. While
the principal aim of the teacher should be to
stimulate the power of free thought, and to
make pupils thinkers and reasoners, it should
not be forgotten the cultivation of the memory
is also part of his work; and if memory
work in connection with the regular school
studies is not consistent with the modern idea
ot education, then special period should be
set apart on every school schedule to be de-
voted to memory discipline.
II is only within the last twenty five or thir-
ty years that teaching has come to be reeog
nized as a profession, being formerly regarded
simply as an occupation in which any one pos
sessing the necessary literary qualifications
might engage. Under these conditions the
school room furnished refuge for such as
were unable to find employment IN other lines
OF work. The young college student, after
completing his course, used 1t as q resting
place for a year or two before entering per
manently into some more remunerative occu-
patton; the young man about to engage in bus
mess used it as place of survey from which
he might ''look about for something else to
turn up" OF course such conditions were not
conducive to progress; for every teacher, no
matter what his advantages for preparation
have been, must gain the larger and more sub
sianlial part of his experience at the expense
Of those by whom he is employed during the
first years of his career as teacher.
After d time some of the more thoughtful
engaged in the work began TO realize that GER
tain psychological principles underlie the
process Of teaching, aud that the human mind
is not an object to be banded by inexperl-
enced workmen. II is 10 these progressive
spirits that we are indebted for the many
of former times.
The County Institute and the State Teach
ers Reading Circle furnish means by which
the teacher may be brought into close contact
with others engaged in the same work, aud
thus widen his knowledge, interchange expe-
riences. aud establish professional companion
ship No teaching who has desire TO grow
ia efficiency and to keep pace with the pro-
gressive spirit of the times can neglect 10 avail
himself of these advantages
The teacher who feels himself so strongly
enlrenched in his position, or who feels so
well satisfied with his work, that he does not
need the help afforded by intercourse with his
fellow workers. IS approaching dangerously
near the dead line, aud the self satisfied con
dition may be regarded as one of the first
symptoms Of professional deeadenee.
The recent Legislative recognition accorded
to our profession should be a source of con.
graduation to every teacher and we have every
reason to believe that this act marks the be-
ginning Of millennium in the educational his.
tory of our State.
In every line of work il is general law that
increased remuneration demands a higher
class of service, and it is now our part to de-
monstrate TO the school authorities and to the
public that we are able and willing to give a
corresponding increase in efficient service. 1t
is only fair and just that we should expect
that this will be required of us as before fur
ther steps are taken toward the betterment OF
cur condition.
To accomplish this result successfully the
combined efforts of every teacher in the State
are needed. Fortunately, however all condi-
tons are favorable, and never before have our
prospects been brighter. The constant alert
aess to seize every opportunity as it presents
itself. their readiness TO adapt themselves to
new conditions, and the ability to deal intelli'
gently with new situations are unmlstakahle
signs that the spirit of progress IS abroad
among the teachers of this State. 1t is highly
gratifying to note its spreading influence. Let
Us hope that il may continue to spread until II
shall reach every teacher in the profession.