Year: 1869

The woEld is a school, and every
man and woman in it are both schOl.
ars and teachers. Each individual is
being educated in some way, for each
person is forming some kind of char.
-acter, and that character is his educa-
ton. Then if every individual must
be educated, the question to be solved
is this, which is the best way to edu-
cate the individual so as to produce
the best possible character for him.


One very great defect in most oil
systems of education, is not to rightly
understand the variety there is in
minds, and then the attempt is made
to run all minds into one mold. The
consequence is, a character, if not
idiOtic mind.


This is the reason why we do not
have more strongly individualized,
Well-defined characters. They are
made to be most everybody but them
selves. So mix ND character out OF
everybody, just about leaves nobody,


The tendency of the nature in each
child should be carefully studied
then educate, develope his peculiar
talents bring Outculture, polish, and





off in uncomely proportions, and a
beautiful character will be the result.


The qualifications for teacher, and
one which ought not to be dispensed
with, is an ability to understand the
different tendencies in the minds OF
the children and youth to whom he
is to give instruction, and then make
a wise use of the knowledge. And
this brings me to the question OF
Teachers Associations, about which
/ designed to say a word when COM
menced writing this paper.


At the association which recently
met here in London, one of its mem
bers said that many teachers refused
to connect themselves with the assO-
citation, because they feared to meet
the Professors and those more learned
than themselves. This ought not to
be. MOdesty is very becoming in
either man or woman; a due defer.
ence for superior ability, let it be nat
uTal or attained, is commendable
but in observing this, a person should
not lose his own self-reliance he
should ever maintain a dignity Of pO-
sltlOn of his own. A man with con
slant dread of his own inferiority, anC
without self-reliance, or without {
consciousness of power within himself
will never arrive to much eminencI
in the world, or be very successful il
instructing others.


If person is qualified for teaching
he need not fear TO meet Professors
if he is not qualified for teaching, ant
that in his business, certainly b.
ought to use every means in his pow
er to fit himself for it.


What kind of textbooks shall b,
used in school, is now being discussed
| After q decision is come to on tn
| question, then comes another: Shal
a change be made in textbooks? ? AM
should it be admitted that it is bes
sometimes to change them, then VIII,
shalt have the authority to make tina
change, superintendents and tercher
or the parents and guardians Of tn
children sent to them?


There are reasons worthy to be no
tieed on both sides. On the one hand
teachers, from selfish notions, for pc
cuniary interest, may make change
which are not wise; on the other hand
parents too, from selfish notions, or 70
money considerations, may refuse t
make a change, which would be 70
/ the interest of the school.


After duly weighing the argument
on both sides, without doubt the great
est weight of testimony is on the sid
of superintendent and terchers, ma
king a change where necessary. The.
are, or ought to be, the ones to know
what kinds are the best.


Textbooks should not be change'
often. Where families are large, ant
means are limited, it becomes a seriOu
matter 20 be constantly changing
books. A set of textbooks for eacl
study pursued, should be established
by the county or State, and no other
should be introduced unless it coul'
be proved that change would be 70
| the benefit of the school. It was saiC
at the association, that fifty article
ought to be written on this subject
Here is one, and if the other forty-nin
is not soon forthcoming, shall sool
send on another.


JENNETTE HARDING.
n London, Nebraska, May p, 1869. !,