The Jasper weekly courier. [volume] (Jasper, Ind.) 1858-1922, 1907-05-24

particularly applicable TO the crowded &c
is OF great cities. 1t is the right
!, nose who send children to the public scho
to be well assured before hand that up
THIS time they have been carefully reare
that such children shall not now becon
, contaminated by contact with those WI
: young in wears are already old in the wa,
; OF vice. The ideal school will seek 10 co
4. rect these evil influences, first by an effol
To elevate the home life and influences. an
failing in in this by placing such chill lren j
> separate schools and thus protecting innc
cent lives. The ideal school will thus
, composed of clean minded, wei disposed
I interested industrious boys and girls, VIII
work together in this school community fO
mutual growth an Improvement. each be
/ lrg an important factor of the whole; eac
recognizing his own responsibilities.
EDUCATE WHOLE INDIVIDUAL.
Again the ideal school will seek to edu
cate the whole individual No. only mus
the memory, the imagination, the judgmen
and the reason be developed, but the aes
thetic and the ethical nature must receiv
its share. The spiritual side must receiv
its due proportion of attention, and tn
world must yet recognize that this ought t
be done and that it can be accomplishe
without in any degree teaching religion O
even limiting at religious creeds. VII
could object to the beautitudeS?
The ideal school will 90 back to first prin
ciples, md teach children through concret
examples, the story Of the great and GOO
of the earth whether found in sacred or pro
fame history
In addition to the ideal school will ais
touch the physical nature of the child. Tn
gymnasium and the manual arts will be a
essential as the text book or the laboratory
Then and not until then may we hope t
train the head, the heart, the hand The
and not until then shall we even approac
the ideal school,
Great and necessary as is material equip
ment; important as are all the factor:
that touch tn child and child nature; es
sential as is the scope and character of the
instruction given. the greatest factor in any
school, especially the ideal school, is the
teacher. Rugby stan Is today as the high.
est type and most perfect model of any
school that has ever exis ed. Yet to study
Rugby--to understand Rugby it is necessary
only to know Arnold Arnold was Rugby.
Rugby without Arnold is like the master
pieces of an amateur. and this j; no only
true OF every school that was ever gan
lied, no matter what the grade or 'icien-
CIV. The stream never rises higher than It's
source The unconscious influence of the
teacher cannot be measured. Imitation is
so strong trait in children that if the
teacher stammers, some of the children will
stammer; if he be an egotist many of the
pupils will become egotistic: if he 5e slOven-
ly and careless, so will the pupils become
Plato was stoop shouldered and half of his
pupils walked bent. With children, tea ch-
ers are more than ideals, they are realities.
The teacher is more than books and author
tiles; he is inspiration and life. The ideal
school must be in charge of real teachers,
and the real teacher is always possessed of
three qualifications: First, love for work !;
second, natural teaching power; third,
training. At least these
three characteristics must be present if We
hope to even approach the ideal school. Ii
his is true then it becomes almost self
evident that we are far removed from the
deal condition about which we speak and
Tor whose coming we anXiouSly wait. EX-
,ept in rare instances, comparatively speak
ng, but one test is required for the So
,aled profession of teaching: viz. the
ability to pass an examination in the COM
non branches of learning. When, 0, when
will the world learn that one may know a
hing and not be possessed of one whit of
ability to impart this knowledge to another?
When, O, will the world learn that it is as
essential to know and understand the laws
If mind development in order to teach an
,ther, as it is to know the subject matter to
De bought? How long will the world cling
% the traditions which have been the mill
stones that have long impeded educational
progress; that have dwarfed the lives OF the
innocent and have made the name teacher