The times dispatch. [volume] (Richmond, Va.) 1903-1914, 1906-03-18

!
n
1nmyBown experience a as a teacher my
/ thoughts frequently revert to little
1 formula an n,ec,,nntcs ,vhich. + think. II
\ -.
r'slitly ma ilo1isstiy appiied
pS teacper ana pupil alike, VIII 90 mora
| to crown their Joint endcayors with sue
| cess than viii tI,c annIjcntion NJ any nr
u - !.
A''' = 4. wv sos'ieai llethoos t1at the
o-called experts In tcnching have ever
4 devised.
And moro ,J,cra Ia s,,rca,,,5 . ,,r,,,c,,,,a
z, = y
outside OF inspired teaching which. II
nude the basis Of action, will do moro
| Ia dignity the rcirio,,. No r,,, !, ~, q, nj.
~ :, -. - :.
nv y IT'LL .iii thc o'lc 10 "nich
4 advert, and to which 1t Is the purpose
| OF this brief address to direct Syot,r atter-
tl,n ma .forrn,,,, a.. 81 Z 4 ~ .,3
: n ~ :.
w = ~ q >, (. L I
\ and the principle that 1t syrr1bolizes Is,
nall work wv, Ia measured hv -, Tho
n.,,,,a. q, ~ sI,,%
- wy y
!, ny the space SS) through which this re-
| slstancc Is overcome..'
4 Now tb,s oddr.ss.,r h.t+ar 4,1,,,.
a, z, X Z = ...s :.
pul 70 HI
i ligent understanding OF the principle let
US at the outset understand its mechanf-
cal Significance. and then VIC may readily
understand its Importance from a higher
point of view.
raise a weight from the floor: I do a.
certain amount OF work The work I do
| depends. obviously, upon the weight 4
raise frcsistance ovcrcoino) as we'll MS the
distnnce through which raise IT (space
| pound raised through one foot as a unit
| for measuring work. the above formula
| Will always; give the amount Of work.
| donc in any given case In terms OF this
amt, and will enable us further to COM
pare work with work Thus raise 10
| pounds through 10 feet. then
Work done :: 40 lbs. K 10 1t. loo IT. lbs.
Again, raise ) hounds through, 10 feet,
| then
4 Work done = : lbs X 10 y 80 1T. lbs.
The work done In the first case Is to
/ The work done in the second case as
/ 100 /: so, Il e.. -: 4: in other words twice
as much work is done In tho first case
las IL done in the second case. So much
| for the mechanical point fof view.
1 Now Is it not true TINT Won and I In
| our labors as teachers consider too little
! tic resistance element that enters as an
essential factor in ali the work we do?
/ Let us consider this n moment, A
! scholar has a four page lesson to prepa re
!! from n text: he ,rnds 1t over. as too FREE
duentIy occurs, without overcoming any.
| Of the resistance offered by the authors
| statements to his understanding. Does
| he do work? Let us apply our formula,
Rand see. BY condition the resistance TRY
IL o, and the space (S) "a Therefore,
| Work done -R%S
1 =ox4
20
No. no work is done ana vet the pupil
tells us he has studied the lesson, Is
/ not a pupil injured by such a proce SIS 2
/ and. II the habit becomes fixed, Is he not
mentally ruined? Is it not better to read
| one line understandings than to read one
! thousand lines with mo apprehension Of
the meaning they convey? In the first
case some work Is done. In the second.
none whatever. From the standpoint OF
| mental growth a pupil would be better
| employed in reading yellow back novels
pernicious MS they may be from a MORAL
| point OF view. Here at least. he might
I get an idea that would exercise his mind
and thus avoid the inanitlon attendant
upon Its non use.
The overcoming OF resistance Is the
daily duty of nan--the work OF life. We
who have reached maturer years know
that tho hardest work-and tho best
that We have ever done has been the
work done In overcoming the resstances
which. our own inclinations offer to our
we'll doing-the overcoming of self-thes
process of character building. The good.
would do not, and the evil would
not, that i do. Why? Simply because
NC have not overcome the resistance of
fcred by our evil sr,ropcnsitles;: and Just
true work and duty or life.
1t is your high privilege, my friends.
fas 1t is one OF your highest duties. to