TO DIRECTORS AND PARENTS.
At this time before the opening of the summer schools, we would ask those to whom this important charge is instructed, to look well to the interest of the “little ones.” There is no argument so pernicious as that “it makes little difference who teaches our school in the summer, as it will be composed of little children.” There is not half the “tact” required in teaching advanced scholars that there is for laying the foundation of a child’s education. – Thousands of promising boys and girls are ruined every year by these fossil mistresses and wooden masters that “keep,” not teach, our schools. The certificate of our county Examiners may be regarded as a security against ignorance of the studies, but the ability to TEACH your children in the knowledge of books, in morality and manners, is your province and your duty to determine by the [illegible] means in your power. A school should be neither a prison nor a play-house; but duty and pleasure should be combined as to render study agreeable, and obedience a willing enjoyment.
It is but just to a teacher to inquire into his success in the schools he has taught, as you would wish to see some of the work of a carpenter who was contracting to build you a house. You would be anxious to know the “general reputation” of your pastor, but the character of your childrens’ teacher is of much more importance. Let this be no half way matter, and let no favoritism retain or employ an incompetent teacher. This will give employment to the deserving and compel the others to attend normal classes and seminaries in which they may honestly earn a livelihood. We are glad to notice the advertisements in the Messenger of “normal classes” and other education facilities in our county, tending to supply this great want of trained teachers, and we earnestly hope they may meet with all the success they deserve, and deserve all the success with which they meet.
There is a great danger of teachers becoming stereotyped in their modes of giving instruction, and especially in the commoner branches is there great danger of carelessness in the teacher, while to the pupil this is a time that gives character to his whole education. The teacher bears his class as a part of the daily task and goes through the exercise with his mind on something else, and his scholars are apt to be listless, and to contract those habits of drawling, bad articulation, and unnatural tones that take a lifetime of earnest training to correct. This error makes god readers such exceedingly “rare birds” in the world. It is so in a greater or less degree with all branches of a common education, where the rudiments are so simple to the pedagogue and so strange and new to the child. Teachers are apt to always present a subject from one stand point, and like a guide to Niagara, that always takes his visitors to Table Rock, he soon grows listless and imagines he has done his whole duty. But it is not so. Every exercise is capable of as many variations as a kaleidoscope, and a real earnest “live teacher” will always make the primary exercise interesting to his class, because he is always interested in them himself.
We have one request of parents, - VISIT YOUR SCHOOLS. Go as often as you would to see after a flock of sheep in a far field: or when you are passing, or have a leisure hour to spare, drop in and see after the interest of your heirs for whom you are toiling. What! No leisure time? – then you are working too hard, and if you will just quit work for a while and go in once ever two weeks, you will save a doctor’s bill, and give your child an idea of the importance of his business there that he never had before. Try it, and mark the effect on the school. Note how glad the teacher is; how the wrinkles are smoothed out of his forehead; how the children straighten up and begin conning their lessons with new energy. Notice your own bright-eyed urchin; how busy he is with his book, only occasionally looking off to see if the other boys are looking at his “pa” or “ma.” How consequential! He is the “honor man.” His parents have visited the school. Try it, parents; try it. It is not time you lack as much inclination.
– Published in The Athens Messenger, Athens, Ohio, Thursday, April 24, 1862
At this time before the opening of the summer schools, we would ask those to whom this important charge is instructed, to look well to the interest of the “little ones.” There is no argument so pernicious as that “it makes little difference who teaches our school in the summer, as it will be composed of little children.” There is not half the “tact” required in teaching advanced scholars that there is for laying the foundation of a child’s education. – Thousands of promising boys and girls are ruined every year by these fossil mistresses and wooden masters that “keep,” not teach, our schools. The certificate of our county Examiners may be regarded as a security against ignorance of the studies, but the ability to TEACH your children in the knowledge of books, in morality and manners, is your province and your duty to determine by the [illegible] means in your power. A school should be neither a prison nor a play-house; but duty and pleasure should be combined as to render study agreeable, and obedience a willing enjoyment.
It is but just to a teacher to inquire into his success in the schools he has taught, as you would wish to see some of the work of a carpenter who was contracting to build you a house. You would be anxious to know the “general reputation” of your pastor, but the character of your childrens’ teacher is of much more importance. Let this be no half way matter, and let no favoritism retain or employ an incompetent teacher. This will give employment to the deserving and compel the others to attend normal classes and seminaries in which they may honestly earn a livelihood. We are glad to notice the advertisements in the Messenger of “normal classes” and other education facilities in our county, tending to supply this great want of trained teachers, and we earnestly hope they may meet with all the success they deserve, and deserve all the success with which they meet.
There is a great danger of teachers becoming stereotyped in their modes of giving instruction, and especially in the commoner branches is there great danger of carelessness in the teacher, while to the pupil this is a time that gives character to his whole education. The teacher bears his class as a part of the daily task and goes through the exercise with his mind on something else, and his scholars are apt to be listless, and to contract those habits of drawling, bad articulation, and unnatural tones that take a lifetime of earnest training to correct. This error makes god readers such exceedingly “rare birds” in the world. It is so in a greater or less degree with all branches of a common education, where the rudiments are so simple to the pedagogue and so strange and new to the child. Teachers are apt to always present a subject from one stand point, and like a guide to Niagara, that always takes his visitors to Table Rock, he soon grows listless and imagines he has done his whole duty. But it is not so. Every exercise is capable of as many variations as a kaleidoscope, and a real earnest “live teacher” will always make the primary exercise interesting to his class, because he is always interested in them himself.
We have one request of parents, - VISIT YOUR SCHOOLS. Go as often as you would to see after a flock of sheep in a far field: or when you are passing, or have a leisure hour to spare, drop in and see after the interest of your heirs for whom you are toiling. What! No leisure time? – then you are working too hard, and if you will just quit work for a while and go in once ever two weeks, you will save a doctor’s bill, and give your child an idea of the importance of his business there that he never had before. Try it, and mark the effect on the school. Note how glad the teacher is; how the wrinkles are smoothed out of his forehead; how the children straighten up and begin conning their lessons with new energy. Notice your own bright-eyed urchin; how busy he is with his book, only occasionally looking off to see if the other boys are looking at his “pa” or “ma.” How consequential! He is the “honor man.” His parents have visited the school. Try it, parents; try it. It is not time you lack as much inclination.
– Published in The Athens Messenger, Athens, Ohio, Thursday, April 24, 1862
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