The San Francisco call. [volume] (San Francisco [Calif.]) 1895-1913, 1909-10-16
Work of the Public Schools in
The Making of Good Citizens

DdOy Grass I'LL ne graduates rom the
university every lesson. every exercise
of the classroom should have for its
object the development OF character.
for character is a plant OF slow
growth and one that requires the most
careful nurture
Teachers are too liable to overlook
this great object and regard the ex-
ercises and tasks of the schOolrOom as
an end in themselves, rather than
means to an end. The simple learning
or lesson is of little consequence in
Itself. But the honest prepare tiOn OF
lesson as a~means Of developing a
habit Of industry, honesty and thought
fulness is Of vast Importance Hence.
when task is assigned, the teacher
should accept nothing less than the
faithful and honest preparation OF it.
To this end the tasks should not be
beyond the pupils ability to prepare
thoroughly. Better to assign somewhat
less than he can do, and insist upon
its being well done. even IL he has
time left for play. than to assign too
much and have him fail to do it, and
thus contract habit OF falling.
Easy tasks well done give confidence
and strength for greater tasks after
ward And SO, instead of becoming
discouraged by repeated failure and
dropping out Of school in one of the
lower grades, the child will come to
enjoy mastering difficulties. and viii
continue in school until graduation.
And all the time his character is be-
ing developed in the right direction.
In the recitation. also. much may be
done to develop character. Are we so
using it?
The pupil should be taught to stand
erect, speak distinctly and. at all times.
to act with the utmost of respect and
courtesy toward teacher and fellow
pupils. Slovenly position, mumbling of
words and bOorishness in the class
room are intolerabIe.
Though all the studies and oecupa-
tions should tend to the formation Of
character, history and civics are most
useful for the development OF a high
standard Of citizenship.
To make the study OF history cOn-
tribute largely to this purpose Il must
not be a mere memory exercise. IN
which disconnected facts and figures,
names and dates are mingled to-
gether in confused mass only 10 be
forgotten. The child must be led to
see and understand that the march of
events in history is but a chain OF
causes and effects inseparably connect
cause having its inevitable
effect. and each effect it's own cause
or combination of causes. and becom-
ing itself, alone or in combination
with other events, a new cause. They
must be taught also to recognize these
causes ana 6ucClS dS SuCA
Then, again, as the histories OF all
countries are largely bound I'D in the
of their great men. much
attention should be given to these BIZ
ographies, and the pupils led to dis
cover the influence of the lives of these
heroes upon the history Of thiF coun-
try. The sacrifices that men have
made, of time. property and even OF
life itself and everything that we
value in life for country, should espe-
cially engage the attention of teacher
and pupil, to the end that willingness
may be engendered in them to make
similar sacrifices, if necessary, for
their country-whieh means their
city, state or country in
the broader sense.
The noble traits of character in our
great men and women should be dWeH
upon until the children learn TO love
those traits and strive to initiate them.
Likewise ignoble traits should be
pointed out that they may learn TO de-
spise such things
AS the limits of this article have al
ready been surpassed the discussion OF
the value of civics and athletics viii be
reserved for a future article.