The Dallas express. [volume] (Dallas, Tex.) 1893-1970, 1919-12-27

spiritual darkness brooded upon the
earth with not ray Of light, till
the glorious Star of the New Jeru-
salem came beaming with the sacred
light Heavens Morning Star to
light the pathway of man that he
might have the full assurance of the
eternal son, the Prince of Peace.
One ray Of hope was left to man
through the Cross which was to
again renew his relation and heir
ship with the Father. To seal this
plan OF salvation, the pean rang out
as never before, Glory to God in the
highest, and peace on earth, GOOD
VIII toward man, this connected and
completed the long and dreary era
which led up to the epoch of the
new day. The new method was is
sued and the disciplinary of a high
er type now came into practice, the
method of truth, the method of life,
that method of God to man. The
new method that must find its way
into every home, into every school,
into every business house, into the
very halls of the Federal Congress-
and into the actions of every nation,
kindred tribe.
AS teachers, if we take the method
of the Christ, we shall have the best
method, and the best discipline. But
the young teacher would have a line
on the latest methods of the more
recent masters of authority, and these
must grow out of the methods, Of the
Christ, for all governments, worthy
of the name, are founded on that of
the Christ. So when the young
teachers seek for a method, it may
be found in the House of Methods,
right action, right Lying.
The best method is found in the
practical work of all kinds of opera
tons is to go from the known to the
related unknown, in this way, one
may find the bent or trend of the
child's mind as laws underly the
working of the mind. Laws under
lie the mind and if the subject mat
ter is unfolded and presented in ac-
cordance with this law, and in ac-
cordance with the natural trend and
bent of the child, the greatest re-
suits will be attained in the acquire
ment. The method of requiring de-
finiaons before facts, and requir
ing rules before operation both re-
tards and injure the pupils, AMI
cripple and handicaps the teacher
and bind both teacher and pupils to
the dead corps of refrigeration. The
pupil is to be fed along the highway
of nature. No thoughtful mother
carries her first born out in the gar
den of nature and demand of the
flowers definition, specie and funda,
but what both the child and the
mother are interested in is the name
of the flower its general name flow
er, the name sun, not what the sun
is the name bird, the term man. not
what man is, the cat, not from what
family the cat comes, the elephant,
not its species, but this is jumbo,
the monkey, and all know the rest,
the pratttling child is delighted and
talks birds and bees and ants. as
glibly as the monkey chatters or as
sweetly as dulcet song of the songs
ter that floods the morning air with
its mirth of eostacy. The mother
first presents the name. the term.
the form, the color, the habit of
flying, of walking and creeping, and
running and gives the facts as they
appear in the bosom of Mother Ma
ture and leaves the definition like
the Christ teacher to be unfolded in
the advanced lessons. She is a poor
teacher who violates this law, and
does violence to the child, and COM
mits crime in the highest of pro-
fession in presenting to the mind the
matter contrary to Dame Nature.
There is much wisdom in going from
the concrete to the abstract in all
grades of school from the elementary
through the university.
School virtues can be best taught
by the acting and practicing them by
the teacher herself, for like priest.
like people, like teacher, like pupils.
Children resemble their parents in
physical features, here an eye. there
mouth, there habit, there
walk, an ear, bent or a stoop of
the left shoulder, and the like.
The ancient Greek would resemble
the Roman would initiate the irwin
chile phalant and square of the
Greek, and all nations would re-
semble the refinement of the Greek
and the proud Anglo Saxon, would
initiate both the Roman and the
Greek and the proud Anglo Saxon,
would initiate both the Roman and
the Greek both in refinement and
in the Jurisprudence and turn them
in away that the Roman and the
Greek never contemplated. This i'm
plies that the teachers are to make
an excursion into the field of the
great masters. and make their cri-
terra the work of their own in the
out process just as all ma !
tons begin where the other leave
off in the great struggle of life.
We take the fleece from the sheep. |
and weave 1t into cloth and wear it, |
not that we are trying to be a sheep, |
but to be protected like the sheep |
hat we may accomplish that which |
IS set for our hands. Then it is in
his same relation that we are not
sndeavoring to make the child a
dependent but to create self activity
n his mind just as the wool from
he sheep creates a warmth in the
Ictivity in the body of the wearer.
Fellow teachers: In all our meth
IDS, let us keep our eye on the
deal, the goal that is to be reached,
he guiding polar star. The sculptor
ees the image in the block and APP
lies malet and chisel. the teacherI
ees the image in the child, and ap-
lies the art the apt -"ocess, and
he angel stands forth from malet
nd chisel applied to the silent mar
lie as it would speak the intellect
( the child grows and so expand II
nth correct teaching.
We are builders, we have the
lans, the blue print, and the spe-
ification. Christ the model, and
ooks and school facilities means to
n end. The child is all in all. The ,