The Wahpeton times. [volume] (Wahpeton, Richland County, Dakota [N.D.]) 1879-1919, 1914-06-18
SCHOOL THOUGHTS
~ PROF. HANSON
From Which We Get 4 Glimpse
OF the Man and HE Common
sense Methods

| ~, DuA AnS JIG llduy years Ill WHICH
Ghas. Hanson has been active
" engaged in the work of teach,
ing and supervision he has TAX
en- lively interest in educational
problems and has habitually ia
Ken a broad view. In addition to
MS regular school work he has
appeared on educational pro-
grams and has contributed a
number of articles to newspap-
ers and educational journals. We
quote below from some of these
articles:
(From 1.-The Child as He Is"
published in Wis.,. Journal of Ed
ucation. Dec. 1902.
That liberty is the birthright
OF the individual means-not that
ne is born with liberty, but that
he hould have the privilege of
gaining it. The child is the help
less slave of weakness and ignor-
ancc. 1t is our business to help
him emancipate himself from
That slavery. and to use our in
1luence to keep him from becom-
ing the slave of that no less
harsh, and no less eXacting mas
ter-his passions"
! From The Public School and
citizenship" published in West
land Educator. Dec. lS05l.
me degree Of perfection to
which the social and political life
VI q nation Enthusiastically
nation such as ours-depends.
fundamentally. upon the intelIi-
eence OF the individuals compos-
!ng the nation. and upon the spir.
u IN which they exercise their
Intelligence. One purpose of the
public school is to aid in giving
The young the intelligence and the
zenship."
When society shall more and
more give the lie to the so easily
uttered not more than half truth.
.Everynan has his price, when
It shall be more clearly realized
that the money scale was never
meant to measure some of our
dearest possessions: when there
is less attempt to fix the price of
business and political honor. the
love Ut friends. or the affection
o1 our dear ones: when our Soc
ial and political duties shall not
| ASeoAuSu dS
narter; when more shall know
tile pleasure of serious effort to
i've lives OF usefulness, purity
and love-then. if the school full
| nils the purpose for which it eX-
lists. shall it share with the home.
the church and other agencies the
satisfaction of having been mea-
sureably true to the trust impos-
ed upon it."
From the first of series of
articles on the teachings of geo
graphy, published in Westland
Educator through the year 1910
II. at the request of the editor) {.
Il believe we all recognize the
correctness of the proposition
that one of the important things
in connection with teaching is to
create in the mind of the child
an appreciation of the reality of
the things taught. This is no less
the case with geography, than
with other subjects. The imasi,-
nation should be brOt into eXer-
else to make real to the child the
things of geography that lie be-
yond the limits of his direct eX-
perience. Too much emphasis
cannot be given to this. for the
pupil so often lacks the power to
see with his minds eye things
that he has not come in direct
contact with"
From "Order in School," pub
lished in Westland Educator,
June. 1860
"When is school room in Or
der? In general when there is
nothing in the way of noise. NOV
ing about of pupils. displacement
Of books, papers. etc. not neces-
sarily accompanying regular
work. When it is evident that a
due amount of care is exercised
by members of the school to pre-
serve such condition we feel a
sort of satisfaction-there is Or
der in our minds"
(From Concerning a Course
of Study" published in Westland
Educator. Sept, 1000.
while our course OF study
must be based on the child's
needs. we must also keep in view
the child's powers. Modern ed
vocational practice seeks to make
the child the point of departure
and the ideal member of society
the aim in determining what shall
be taught. And we are pretty we'll
agreed that this is the true basis
| for determining the matter and
The method in education.'
(From 1.-The Country School
Program" an address before the
southeastern Teachers Associa-
ton, Nov. 1900.
with these conditions sur
rounding her the teacher pro
ceeds to make her program. She
has no superintendent or princi-
pal at hand. to aid or advise her.
She must solve the problem her
self. No superintendent or prin-
cipal could solve the problem as
we'll as she can. though their
suggestions might be very helb-
full. She comes into closer con-
ditions-has the program to car
ry out. to apply. and experiences
the limitations surrounding it's
application. One viewing the Sit
| ,,of;on fron, distance nav see