The times dispatch. [volume] (Richmond, Va.) 1903-1914, 1908-01-05

and happy-but at the same time with
no sacrifice Of steady earnestness and
wholesome progress. For the attain
ment of this ideal result the teacher
Is more largely responsible than per-
haps many OF us think. Broadly speak
ing. four things must concur to bring
1t about: tieA
First, the school building and
grounds should be attractive: second,
tho teacher must love children and be
able to understand them; third, the
teacher must love his work; fourth. the
teachers methods of instruction must
be inductive and concrete.
but briefly, about each of these requi-
sites. Each Is a sine qua non, and l
believe 1 shall be able to refer all I
have time to say to-day to some one
of these heads.
Referring to the first, you ask,
what has the teacher to do with an
attractive building and grounds7" DO
not the county, city and State authors
ties, out of the peoples taxes. furnish
these, and is not the teacher compelled
| to use them as he finds them?" Very
true, they are furnished by the authori-
| ties. but need by no means be used
as furnished. BY a little energy and
tact the teacher may arouse the pride
of the pupils and patrons to clear up
| the school yard. make Fairgrounds, pro-
vide flower beds. plant vines, Install
| flower boxes in the windows; bring
suitable pictures to decorate the walls.
draw pretty chalk calendars on the
] board. inaugurate or increase the school
library by lending books, and otherwise
give artistic touches to tho exterior
and interior of the premises, 80 as to
convert an unsightly property into one
of attractive beauty. In addition to
I, t~ u, hi
Ing zeal and through the cooperation
of his patrons, SO pOpulartze his school
and so mould the public sentiment Of
his community that the people will,
sooner or later, demand better equip
ment for his work. And this will
prove. as 1t has always proved. a pow
erful incentive for regular and prompt
j attendance and interest in school life.
i Our second prerequisite as q school
4 incentive for children Is that the
J teacher must love them and under
stand them. We cannot treat and han-
die children as we do adults. Their In
II terests and viewpoints and conceptions
). differ from ours. II we would have
them in love With their work and re-
sponsive to our efforts for them, we
must have them in love with us. II we
!. would gain their love, we must love
! them. Love begets love. It IS recip'
I. rocative. This love must not be an
outward Journalism. 1T must be real
, and genuine. 1t must bear fruits. Our
J, love for them Will cause US to enter
= into their Joys and sorrows, their hopes
! and fears to see their difficulties, &c
!, understand their thoughts and their ma
!, ture and out of the wealth or sym
patty which springs from this knowl-
, edge will enable US to provide Tor theil
{ needs. We must think their thoughts
t put ourselves on their level. and, more
) by the strength Of friendllness and love
J than that of dogmatic authority, guide
) them along the way Of truth and OF
. power. The ascetic and stolcal teacher
!. devoid Of the milk OF human Blindness
r and bereft of the power ofshuman sym
8 pathy, annoyed by every restless ener.
. gy and nervous activity Of chlld-life
Y Will never understand the ch1ld's ma,
= ture nor be able to direct his buoyan,
$ energies into channels OF Well-polsec
and complacent thinking, because there
: Is no bond of union, no sympathetlc i:
Q traction between him and his pupil
: The child Is full of life and hope ant
a fun and frollc. The teacher shoulc
: be also. We should not stand toe
+ much aloof from our pupils In any O
y their concerns but without maKlns
II hollow pretences, as early as possible
$ establish between ourselves and ou'
6 pupils an indlssoluble union Of inter,
Z, est, of Aloye and Of misunderstanding