Repository: UIHistories Project: Sophograph - 1892 (Selections) [PAGE 15]

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H

THE SOPHOGRAPH OF '92.

TEACHERS.

BY

JAM I

Vri

KM

Teachers are persons who teach. There are two kind —bad I and >od teachers. B I teachers should stand first bee is* tfa are numerous; but as nearly all hool teachers belong to th ithercl 8 will conline our attention to these alone. A person who d< - his best at all times, and who tri t < h well, 1 to do it under all circumstances is either a good teacher, or < he able of b >ming one, with proper training and study, and | r train and study are just as necessary to make a good teacher as to make a or lawyer. About the th thing that strikes the ) otmg teacher wl w do ood work, is the discovery that he does not know how to do it. lb arted out with a :ood deal o\' theory and enthusiasm imbibed at in tut r other plaees of amusement ; but at the very out t he meets with methi so intensely practical that the institute teacher for: t to mention it, and the he has to depend on his own ingenuity alone. I M' course he will >lve the problem somehow, but out of one hundred trained teachers there ms not two who have the same solution. Of course every teacher will do h t under the circumstances, but as there can be but one best. I will be onh id or third best, and perhaps no one will be just right. Twenty-seven year three hundred thousand men of this nation went out t ' up tin lien banner of their country in the South. But did each man str off by him- • self until he got to Dixie and then fire away at the rebels on his o*. i In No, there were a v men in the land who were expert in. the art and they took these three hundred thousand men, and trained them until tin all moved, walked and handled the weaponsalike, and this is what ln-i quire. They should know the best methods. They have a greater work to do than any army ever had. An a my i only ve a nation by force oi' arms, but teachers pr< T\ md . the atry without arms of any kind It has be n said that "teachIE tr he; ui howtosfa Th person who doesthis ought in the first i to J ve a mark t« 3hootat, himself, and in the next pla< In >ught b I rk. In the third place h< night to be able to hit i t If a teacher firii in one direction, but keep shootinj it everything I hit i lung ii rticular, he is not likely to make a very marksu lit* her lit to be required to tak< our malstud im for their work. 0 >ui 'tin re required t know the thr I fi I I r i s h j o k e | b u t p* n w l i s till

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