Show A V I 1 i KC udell AN A ADDRES ADDRESS S I 1 j eli ell 46 the sait salt like ahe ake C county teachers tea beirl association n y 0 11 II RIGGS ter sv supt bupt p t oj 0 1 common schools 18 on saturday 1875 in the ward satt salt lake city 7 si the science of pedagogy Is 19 s supposed teed 0 o rest upon a thorough gli git knowledge how bow ledge of the human fa faculties cult and training of bac each to 0 10 its needs and capabilities it 4 maintained that AS the lathema calculate lato late with u unerring certainty an tho the r results olf hiki ab sonin bonin g anath and th ohe chemist i e can comi bine wile his hla ele eie elements nept with an ing in the product which will wiil come iome I 1 fro so the hd he bebas ho examined d an and wil kii knows aws the tho inema mehl ico condition u of A ap pp pupi 1 11 P can ean without I 1 pre pres pt crip cribe the tho course necessary fo bo U pursue pursued il hind jim to becu secure roi voi tiie tile wished for nor results 1 i 1 I 1 1 it s seems to be bb definitely reified inthe in the of our theorists thau that aba mind of the tho olid chih chim is an living in int 4 t collige telli gence ne e su susceptible prible pt ible ibie of growth and capable of originating thought though tj there seem loe ioe two ds in n xhu th development of the mind which arb are distin distinct ct to b ba marked bu f vil vii Nil which ilch lich kro aro not note capable af pf being entirely ke t d wo from ea cu othen other j the facilities and con coa ursu ant set the tho mind into operation and by them theta we acquire a knowledge of we the qualities of matter moat maht terl hati and the af inita the only kind kinds got of 1 themo thele two faculties reveal hut ru but intimately associated ath with heg anese hei an and d apparently appan I 1 into action by them are gu suggested ld idea f 0 of spade space time ilme caus ind and e fr kecty and tue the result of re reason 1 ason reflection J and generalization but every Y 0 orel ofel if e who is acquainted WI with the lie lle minds till or children knows that these tatter latter are nat grappled with and mastered HH tilt the mind ha rw ta tabled a considerable i degree orma durity m us tended experience of the world W rid around and the realm within arp preparatory pird piri tory to tb entering enteria g up upon on the iii in a vesti vasti gation gatlon of these ideas durin during the f first va point pout of develop 1 ment the perceptive I 1 I 1 C 14 a and U d consciousness aio aie pinch gioie op act aci ac i f tive five and acute a than at f a subsequent stage I 1 indicating that that thai nature do dei 4 signed this to be the period during which these thes faculties should be bej ost most josf car carefully fully educated W at a later laler perl peri period bd the fhe reali faculties become more ac active tiye tise an and 41 the susceptibility joi jol or apte perceptions more sluggish hence the old oid naan man can derlet depict the evanti eventa of f early ille life much more vividly 7 than lip hp pa can n what has transpired ans aired in in later laten sears years deruig ih tho the first period athe the know i ded Jed rewe gewe acquire consists principal 1 ly of facts fabas at jat a later period 0 of 0 principles retained only ai they thoy alq referred jo principles by the first set sot of faculties we are gathering the maneual which thel second will at a liter later period use during D the first we so sor bor the seed during tho the second wo e reap the harvet harvest and und and wd we natu batu naturally rally raily e con elude clude that the fruits fruita of the harvest willbe will be in ratio to the care and cul lure bes beA bestowed towed at seed time ume object les ies lessons leawn Wn should ber be laught taught au lit i in every primary r school c hool hooi beca because u they q quicken eipl n te the p perceptions of the child they ibey wake bp tip his drowsy senses and attract his attention the dumb dauib and senseless method of prima ay iy teaching which formerly i prevailed have too ibn long iong 7 dir disgraced raced these the schools hool hooi throughout the tho land 1 the fossil embedded in id the rocks of scotland and scat scattered tore fore d along thon thop the halky shores of Eng landwere more enore intelligent and inspiring teachers teab hers hors to the hugh niler biller ohai than were these 0 lm stafe ho crammed his jil bis mika with di dry for foj and to him senseless jargon let children be bo taught the concrete during the first years of school clife life ilfe they ther should have hav i e so some m e mental aliment that they can relish some somo material for thought that t they heica can ean i comprehend Letus betus let bet us give t them hena the kind of knowledge that ihas they hey bey naturally crave cray and aud U efe exe zei zed which lich itch they will irece erece receive lye lve wit with exceeding I 1 n g joy introduction the nature of the human mind that we have to educated educate JC shall ahall proceed to consider bome some kome some of we the more importe ant qualifications required ot 0 the teacher in the discharge of his duties A As sa a teacher 1 X haye have learned tho iho value of repetition and aud you have an opportunity of ot displaying that 4 quality of patience mth chic h youn your evocation if not your native hara ote is supposed toini 1 vest t you i I 1 I 1 i H I 1 V the ile lip fir at in arder of vibe uhe qualifications necessary for the teacher and nud hence only the first in imports importance ca is a and critical knowledge of ghe subjects i to be taught not more necessary essary to ibe the merchant abo about U to e embark u clr hgr k in lne ta trade is 1 his I C capital apitai nor the b building ull uil ing materials aerials to them the mechanic e C han ban ic w who setsuo set sto to vori work erecting some imposing structure no amount of or skill or even genius on oa thelbart of zhe ahe instructor xun at a all compensate for the want orl ort orn onn thorough and intimate ted teL acquaint ance with his subject nor is nas the truism which at first It Appears ho how often do dc we seg sen se persons themselves selves to give instruction in ad a because the have att at ate iome some t at af school to teach gra in mal mai fo instance on a of scholarship which enables efthem ab to harse parse th 0 most simple sentences souter Bouter ibm arter after after some somo study or tu tb teach perhaps they can give gib of an ad arter after laborious effort and time consumed very different is the kind of required by the leaser teaser bee uee litius Hex ius know subjects amr i t book hook only he must able abie to uk present hem I 1 in d td 10 maeta mp eta that thoL may be e raised and solve boive all doubts that may olly ge steif rt Is within tue tuo experience of many of us perhaps what a wide difference W is betwee th the kind etkind of know knowledge ledger DP of alati bajec demanded for fon the teacher arid which will pass the learn dt ervand errand and bovy boxy often we have haxe breen buwi compelled to relearn subjects hlll whdeh which we ourselves fruim dilill i clentry acquainted and this know i 1 ledge amps must t be not only thory thorough and c complete pm pleto pieto but amular fui fai amul amUi lilliar at to soi maco so a as not ot fo 0 o lle tle clemand mand ta the 1715 ajla 1 1 As dak i elucidation it it febu is but t ai seh suh adm do mahat teacher he cati catl give hin seif self t up p eB entirely lirely to the simple pimp 10 matter in hand an tye tse ej e must rei kept upon the tho class caes wh denn thoughts called recalled le ie disorder ewt noticed and rt answered or ly tirel tir quiet of a jargo larg lq hall with mab ivanyi restless boys ista be maintained a 4 the tho same time that the tha class ifie 1 st ruction is isi going on orl if there bel b nob not then klu kin a kiu kind dof of intuitive know ledge of the subject some part tah 0 llis his duties will go un tried j in mistakes will pass un unnoticed notice d eio clovi i enly only re recitations be encouraged oe ori sometimes 4 even at an juncture azure the at fault faulk faul therefore J tris G J si that faithful teachers whose llo jio I 1 eolaf al a l alee alce are yar var varied aud iid lid scholarship is ik accurate he curu buru d found are frequently p i ft theba vit pit of previous tiow even in 14 lessons all wih wib i woich which for the reasons just suggested ug t nd fid fo for others which will readily sug gug gest themselves the fit itt babok bookman C receive but a small part br tors torb attention 1 mr horacd horace matuh matah tells lii iii bho of 1119 lu on education that during a ve ry extensive tour of vahon vadon through many of the best sc school hool bool of scotland and tho Cont irien t ilg lip ne a teacher seated while engaged laith his hia class clam nor one otie oue with his lils text boo book k iuliis in his han hau handl hauda id yet he must know the subject to of the lessia not only AS it itself to his mindy but hut it is treated I 1 in n tho book fot tot 0 o shape intelligently estimate the value of or the lanneis xan lan wels weis and know what to supply to fx explain or to I 1 amend i but there id is a much higher ground fot oot ilio the value of special al rl study and ard go general moderal derai deral kelo kelA culture the tho part of the teacher II 11 be bb too sed 6 dpn W ouri that as soon soon k as we e cease to learn we aie caaso jl to 0 leach successfully education has been termed a dynamical and and uorca mel me mc l 1 anical chanilal ch process the tho t be je active and in motion that mind may may way act U upon pori mind there 1 must be Je growth and vital wital activity k in the tho one ono as in tho the other and add ando addo the teacher who rests nests benth flath ned A with the tho present state of nis his nor seek geek fi by study tp to enlarge its his pupils to drink from n u fetid doo poo that tibt would the instead of an fount whose copious and re freshing streams atre arns aras will ilauro the caro ess and indifferent i but though i tho the milad mind of 0 the teacher feacher hectored sectored hec he stored with of knowledge kathend froiA nom rom every jevery quarter yet uni unless he ios los jos P esses the tile skill to impart if lf he fie willbe will be ilko liko a mine of precious ore alirie d iu ili the bokelo of a f ss ss a founta buntain in s scaled ed u up i in a rock or r ar light hid bid u n er a bushel and and this brings lis fis to the second of the qualifications ficat feat ions lons which go to make mawe makeup up ul lh I 1 good teacher aptness to teach it was waa a remark of lord bacon thaltha that the art artof of veli veil well vell delivering deliver dellver etile etlie knowledge which we possess is among the secrets left to be discovered v by future e generations and rid from another source wi we die aie are informed that there is perlia perhaps pg no lo mistake so q fatal to the proper edu ei lu n and training of youth as the practical error of imagining that man therefore jle jie hawil will ba beaule able ablo io to communicate it tbt th knowledge of a newton 0 or r a bacon would avail atall 11 litturi atle without a proper made of communication ni aptness to teach includes a great variety clety 0 ot details which defy enumeration it in power r ta U stimulate the interest awake ri the curiosity of bf til the e scholar for to fo tench teach oni ono who wilo has hag no rid curiosity to learn Is like ilke towing so a neld held without tirs first ic fr 16 involves nil all the method und dad processes es of edu eda cation the power of inive irive nUon to i apply particular mun looked for emergencies g en c im me he possession of this faculty iff a ghighi constitute main ly the great in teachers ii ini iri isome some it seems to tb be born a gift of bf nature or au an inspiration and such ludy be thuly truly said baid to have havel a genius for teaching teach hig big while acquire it painfully but and slowly after frequent failures and greag gret greg discouragements discourage i ments which of can ean claim to wea wes s jit pit t measure ve nye have all ili this ja i tion sf knowing thal that every true trul teacher is susceptible aud and can improve prova llo lio how w is this all ali rino mino ailt quality quil i ty to be 9 bial blai ii p at some home may sa say bj bi pap experience them elves venerable yen erable rable but butt very questionable maxim that thal expert f ep naw gaw 1 is is t tbt q beav beri teacher at t is 19 certai tho mos costly cosily can afford to pay fyfit for fon it bulther bul But ther 19 lindof af pf af pf I 1 more v valuable and much muck leas jess c costly of I 1 ti can enjoy the belle boxie benefit fit it As Js tho experience C r jince creth tho the 0 destinee desti nel gen general ti begina his bis as A subaltern nd laboriously studies the rules of military science which is only the systematized exper experience fence ienco of former ages under another guidance anee ance and thus slowly rises from post to post poat before beford he ia is entrusted with an independent command ib in loump our profession 1 sion slon the young tea feml f cher should seek laboriously and eagerly to make himself acquainted with the recorded 1 experience 0 those who have gobb before himi hirn who iu in or in times recent have leff jeff for oun our guidance guldan cel cei and alid instruction the fruits of their theirl labors and observation in lit dealing ith iab with mhd heart hi arts and minds of youths i I 1 this his constitutes selende of education the saddy of which in hf some gome countries defined I 1 a place in tho preparation of z at teacher mor jor his hia rt pric as acre I 1 if iii lii I uon non tion lion or 0 a of which which he be proposes to mis thus in prussia and other states of europe nol not only is standard a of scholarship equal at least to that tuat ai aimed almed madat t in the schools prescribed bylaw by law jaw for all thase who aspire fo 0 o employment as 08 teachers buh but fori rori or pearly a im century there have aen been pc pedagogic dago gie gic seminaries remi daries darles cpr their training where theory thary ar and d practice are judiciously blended in in preparing th e n forwe bl higher cervices per vices of the temple we aro well aware that the necessity for a nota nor mal school for such special preparation in knowledge 1 and und meb mei methods hads and continued notts efforts f at self and i professional la 1 improvement is paramount to advance the thi e educational of the third of the qualifications a ns entering into int 0 the composition of a b good teacher is tact in the you yov ern ment of tha young Althou although gli ahia ahls quality is eu entirely diAti distinct not nut tobi those already mentioned eti etl 0 without wi thour it in bome some considerable bid sid erable Table degree they thoy will be ron ren I dered of no avail it is also that quality tuc tilt tiit ta bene bane quiren and aud least often ofton possessed gas fas a DB tive tiyo gift it causes abst of the teach teachers ets troubles rind tind annoyances anno yantes and constitute the rock upon which his ida professional ta wreck annu unil itis that in which real reni gailis gp llis ili s has taft ac fullest anga and dorks the wana vana 1 lysis it consists id a cooki look 1002 sometimes some times timea in id of the thell voice volee voiced al and aud power to ap apply pathe the ahe remedy needed ed by tile tho casein case in band liand hand the thel tha proper study of mankind is ili iii man illari ari the knost perplexing one no iio dt doubt U bt is B r m boys bu perplexing as it may be it must yet be entered upon and zealand zeal and care he ile must aust know not only oula the bo boy nature in the abstract blit but in the concrete as well wen and especially those specimens of it which are in his hi charge and keeping as numerous in their variety as are the individuals ho he must have hive either natural ml or ac |