THETORCH o f REASON, SILVERTON, -OREGON, APRIL 12, 1900. ing the evils of inherited weak- i i , , nesses, is added the overcoming of the evil effects of the had environ- m ent previous to our tak.ng charge and of those bad factors of th e e n v i- ronm ent which are interm ixed with • . , »1 ! A “ those orout 7 inose great suns, planets and satel- lites th at j , speech and nigh, IInt0 X ow eth knowledge ” 8 Teachers, do we wish to trn lv educate? Do we wish to drive from 5 & T he I IR F f?» » i w '. a w x w M W M M T ’ : tnv » '» r iu u ie n o rro rs or c r i im p dia wner, we consider the weaknesses of union and despair, and replace it ourselves, th a t our work is not as witn happy rig h t-ID in - , h e s . r Z t h product,ve of good as we expected of union and the unselfish hope of to m ake rt when we first started out a more perfect world ? We mus ,n this good work of teaching. You then be broad; we m ust know th a t who have tau g h t well rem em ber boys and girls, even those who o Y | hJ n£S eXpeCted lo have “ srow n ta ll,” are w hat they do. Aou all know how com pletely have been made by th eir inheri- nonplussed you were again and tance and by th eir ¡cachings; th a t again, and how, after try in g so all peoples are w hat they m ust be; hard you alm ost gave up when th a t punishm ent for the sake of you saw how little could be done in punishm ent is as much of a crim e such a long, long time. B ut a as th a t for which the punishm ent steady dropping wears away was given; th a t all wrong comes stones,” and teaching, teaching, from ignorance and th a t science, teaching by and by stam ps into the knowledge and tru th will save the true teacher’s brain the true p rin ­ world. ciples of teaching, and he or she M any teachers m ake the m istake then goes at the work like any one of th in k in g th a t th eir work is to who has m astered a trade. But im p art a large fund of inform ation ‘keeping school” which some are to their pupils, but the “ stuffing pleased to call “ teaching” will never process is behind the tim es and by itself give one the ab ility to m odern educators know th a t the teach. principal work of a real teacher is We m ust have lively interest in to m ake conditions such th a t his . L i , w u u iu u u s sucn the work; we m ust thoroughly in -| pupils will become truth-seekers «•stigate as to the true principles of | and happily educate them selves, and the best m ethods, and above j Self-education is the only educa- all we m ust have a disposition to tion there is, and he who endeavors imurove, ab ility to change from 1 to educate iu any o th er way than poor to better ways and an honest to study, plan and th in k how best desire (w hich is read by all child- to get the stu d en t into th e right ren) to help them to higher and bet “ m ental ' ’ condition ‘ to help him self ter things. will ---- m ake a m iserable ia failure. A D a i . , n u re . “ "A But w hat is the general plau or horse may be led to w ater but vou what is the outline of a true teacher’s can ’t m ake him d rin k ” - and a etu- work to he? W hat, we repeat, are dent may be com pelled’to hold his « d r y in g to d o ? \\ e are, or should book in his hand but in order to be. trying trvincr to rn help htalrv the tkz. stu d en t se­ . I be, learn he m ust become th irsty for cure the glorious power of knowing knowledge; it is therefore as dan at , a, , * o --------v“ 6v> inereiore as flan* ruth about the world in which |gerous to give our young people e lives, the glorious emotion of I overdoses of m ental work as it is to oving the tru th and the glorious give them too little will to advocate an d teach the tru th I Nicely planned lessons given to hat the world m ay be better for pupils who do not care to lean, hts havtng lived. glve Innch pO(lrer resu|ts tb an ,f is can only be done by a given to pupils who have found rough train in g of all the facul- out th a t the real fountain o f im- t le, r<”*d Vlewof ,b in 8s m,,rta l youth is the great pteasure which comes from a study of the there is in knowing the real tru th s whole universe. In fact a teacher of things. Such pupils become real n w t have a cosm opolitan mind in students ......... _ and otuula„ scholars anQ and [ne,r th eir e(J. ed he broadest sense and m ust assist ucation does not stop with the close >he student to secure through his of th eir school days. They become '■»Oris a cosm opolitan m ind great readers; they are not over- ' ? traVel broaden8 come by th eir em otions; an d , after j m t , but to know about things th eir youthful period of fiction, they 8 “ set as we travel broadens, de- joyously enter th e beautiful fields minrt ’ a,,<1 COmpIe‘e’ the o f Science, and Iheir m enial pro- no. He who is carried by force cesses blossom out into beauti- circum stances into a foreign ful flowers th a t are loved and en- fr.n n Y 8 -. f‘aPPy’ eVen j f a “ ay j " yed hy the bi8 h<»‘ “ '’d best; their m int ° me’ '• haS been ,bere life *8 “ ""ccess; they never grow to see it,an y tlme8; B e is delighted old; they are cosm opolitan in m in d ,. flow»,. a r ' vers’ lhe m ountains, tl.e and can say with the A uthor-H ero «ewers and everytb.ng, even the of the R evolution: “ The world i s ' E e’ though they be his enemies, my co u n try l” “r their habit», th eir custom s, _______________ y, , ,, f|tir . costumes, » their ----- physiognom -J suhiL ang,‘age are ail a pleasant A descriptive catalogue of all the J cl for fu rtn er stu d y ; and even best F reetbought works free on ap- he.v',"8 ? Vld ° f ° ' d adm ired the plication to Dellquest & Andrews, S he, too, can talk with , S ecular Booksellers, El Paso, T e x a s .! ,?ec y Board and Business M anager