The Marlboro democrat. [volume] (Bennettsville, S.C.) 1882-1908, 1905-08-18

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A blight upon the trusting mind OF
youth"
When this responsibility fills and per-
meates the whole teacher the relations
which should exist between teacher and
pupil is found.
Children attend school Tor only one
purpose, and that is 10 realize the ideal
which is possible Tor them.
Each lesson given and rccited must
change the child or else The school fails
in its aims. The teacher must live in
the life OF the pupil, having in mind the
aim OF the pupil and the experiences to
be taught him TO bring about that aim.
No lesson should be gone over without
making some elevating impression on
the child. Teachers must realize that
they play only a secondary part in the
school. and the school is. W. might saw
within the child-and never will it reach
its fullest development until this idea is
grasped and practiccd by the teacher.
The teacher must cause the child to see.
appreciate and carry out what the school
is for. This being true, the teacher
must bring the child into a fuller and
bigger self each day, and not get into
the narrow rut as SO many do, and con-
ceive that the few lessons assigned and
studied is all that is in the school
There is no intellectual, physical or
ethical growth in the rote recitations
which we so often witness in our schools
We so often hear men and women say
that their society work while at college
was the most helpful and lie giving part
OF their work. Why this Because in
the societies they were living a life and
having life experiences. They were in~
terested. While in their school room
work they were ~lifcless and without that
+ .oyant spirit and interest that should
have been occasioned by the teacher.
"Lcarning," says Herbert, "shall pass
away, but the interest shall remain
throughout the whole life."
The teacher should live and instruct
in such a manner that the pupil would
not be preparing for lie while in school
but should be living a lie that he could
and Would continue when out OF school.
1t seems to me that the relation between
teacher and pupil should be different
from what we so often see. The pupil
should be taught from the beginning to
live from within and not prop up and
o"i'B oh ho lCoSnCl dtU tcXt DOCKS.
So many have an idea that the text
books are the only things to be taught
the curriculum the center around which
everything revolves. but not so. We
must rather lay stress on something like
the following; politeness. order. truth.
%iulness. industry, justice, ~aitruism, rat,
lonal. freedom. AS We have our schools
to-day the curriculum must be involved
In the school that these virtues NAV be
involved from its acts.
How many OF us can recall any school
experiences that have made our lives
better and brighter other than the above
named virtues which we caught from
u beloved teacheri With these as the
virtues toward which the school is TO
attain, a self iorgcttul devotion on the
part OF a teacher will certainly make the
attainment. Intelligence and ethical
virtues are the attainments that the true
teacher will develop, But these must be
developed or else there is no school. He
should not think at any time that he is
boss" of the school but hat his work
is 10 teach children TO think reason and
act eachday more nearly the ideal which
he has In View. | recently saw this state
mcnt; "lor the child to obey the teacher
may be good. but not best.'' This seems
to be the proper spirit and idea that the
school should attain. Not obey the teach.
CT. but obey the virtues in his own mind
which the teacher has instilled This re.
latlon between teacher and pupil must