Year: 1879

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WEDNESDAY, APRIL 80, 1879.


Teaching and Teachers In Colleges.
Messrs. Editors The small and unsat-
isfactory attainments in the languages,
spoken of in my former papers, felt to have
been made by most of the graduates of our
colleges, and felt, indeed, in other lines of
study in the prescribed course, are not owing
entirely to the bad adaptation and irksome-
ness of the methods of lesson.giving and les
son reciting. Much is due in that respect
to the quality and style of the teacher him
self. Professorships and tutorships are
largely filed by persons not adequate and
adapted TO the work of giving instruction
having reference to all that is implied in
that service for college students Generally
they are not lacking in textbook knowledge
and in what is concomtant thereto. But
they are trained mainly as specialists in the
one department that they undertake to teach.
A peculiar liking for and aptness in such
department has been shown by student,
and this often prompts call to become in
structor in that department at once, or soon
after his graduation with high rank in reci-
tation marks, and in many instances with
out due regard for other qualities and char
acteristcs essential to the making up of
useful and successful teacher. He is ambi-
tious in and is engrossed by the service in
the new calling and all his mind aud all his
energy are bent on showing himself to be a
paragon of learning in his department. As
a student, he had little conversancy with any
but teachers and students In his new call
ing he is to have contact and intercourse
chiefly with students. lie is to encounter
his felow-teachers only socially, in the or.
dinary course of daily life-not in their reci-
taton rooms-not anywhere to see them as
examples in the practice of teaching, and so
to take practical lessons by witnessing their
modes and manner. Hence he becomes, in a
sense isolated-left to follow the lead of his
own tendencies, making his own tastes, pref
erences and personal characteristics the stan
dard and illustration in scholarly pursuit
and attainment. 1t results hence, that his
purpose and modes are formed and adopted
with the view of realizing in the students
under his charge as teacher the same kind
and measure of excellence that is consciously
existing in himself. He knows all that the
books of instruction in his department con-
tain that have credit with the like of him
self. The lesson given out in the classic
author is to be more the subject and the
occasion in the recitation, not only of test
ing the student as to the extent and minute
ness of his knowledge, but of opening to
him, by statement and by reference, the
treasures of the grammatic textbooks as
illustrated by the classic text. This is done
with the best of intentions and purposes.
But it is done in many instances without
due understanding and appreciation of the
status of the student in the matter of his at
tainments at the time, his purposes, his
tastes and his capabilities. The specialist
teacher Judges Others by himself;" and
though such judgment may be entirely hon
Gov, ~ 10 NCiy W bct ioi HidSbioai
purposes, inadequate to the subject and
the occasion. 1t is only the embryonic
linguistic prodigy that forecasts life
for himself to be devoted to, and to be
made glorious by, extensive and minute
learning in grammatic, or phiosophic sci
ence. To such only are the treatises and
the teaching in the obscure and impalpable
n,inuide of those sciences either relishable
or profitable. To the rest, only the substan-
tial and appreciable grammar of the Ian
guages-so much of grammar as enables the
the sense and meaning of the languages, as
used i'll embodying thought, sentiment, emo
ton, to be apprehonded and appreciated-is
either relishable or useful. This is difficult
to be understood by some professional teach
ers and unless understood, it has nc con-
sideration by them, in determining the
scope, kind and quality of the teaching
which they will undertake to give Ii the
teacher could place himself appreciatingly
in the place of the student, as to his capa-
city, his purposes and his needs, and then
should have the disposition and the faculty
to administer his instruction with reference
thereto, he would be in the way of enhanc-
itation room to those under his charge.
Many tutors and professors are incapable of
doing this, not having insight, breadth,
roundabOmness Of practical sense of the
kind, and to the degree necessary to enable
them to do this. In fact, such teacher can
not understand the matter in this light His
vision is limited by the horizon of his own
world. lie cannot get outside, so as TO make
that world objective for consideration. He
derives no help in this regard from the classes.
They come under him as Freshmen wonder.
ing " How one small head could carry all he
knew hot doubling or questioning that his
is " the perfection of knowledge" and the
perfection of mode and kind of instruc ton
The progress from class to class through the
course, with that kind of reverential acqui-
essence and submission with growing won
| ders on the part of some; in the case of
many, the wonder not growing unless in
the contrary direction, has small tendency
to give him wider scope and verge" And


this approaches fact which it might not


be hurtful for tutors, aud professors, and


perchance some presidents of colleges, to


understand, viz; that while many such


early and continuously make the impression


of being large minded, thoroughly educated,


practically sensible men, having knowledge


and appreciation Of the world outside of the


college as well as within it, and appreciat


lug the true relations sustained by them


selves to both, there are also many such who


make contrary impression, namely, OF


being meager minded, narrowly educated


having little practical sense, and no just and


adequate comprehension and appreciation


OF the world, either outside or inside of tn,


college, or of their own just relations tC


either.


cut off here somewhat more that hav'