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Show I I I OLD A XI) XEW. all c lias aeen and t iowi; A'i'I the teara will c rae a IIopi an 1 (!rerp up to tbe monarch's throu. A w!io s?io il.l. Trim th ghd i.f ih I jr rn i lit kH tt'Uuu h 7 tu-n- ung atrauger h a a hit i yt il.'bt. s th" s'irivH le A HE lis tU O J r ai I; ips a A increased interest in the wort of teaching, and an alert mind chances of improvement. It is very possible to satisfy one's self with certain methods which have provjed themselves fairly sat isfactory, and go on year by year without expecting or desiring to-warVT- all mrn a igha a:i I Htt!e h carai r.irall Hut the O .1 Y II Far vcft'li is 'o bid hint a last gooJ bjt, Yt i rong i:i hr won lroua i ight, W T school, the less important technical training becomes in comparison with education and other factors which go to make up a successful One groat advantage-whicteacher. it will yield, however, to all teachers of all grades, is ar .w Vr OLD Year li tailing the ir (I atarra I Y r ilea 1. -- A dti i II. Ileuae -- anything better. TRAINING A good train- ing course would tend toward testing methods by psychological principle, an I tnvard keeping the mind open to systems and artiu'ees employed elsewhere, and OF TEACHERS UK danger of half educated would thus keep the te:uhin ' in a in teachers elementary continual state of progression. ' o school lies nnrtlv in f finf One teacher introt'lat thev are more likely to settle duce .1 into a school will often contented down into a mechanical waken up a whole staff, an J bring performance of their routine it out of a stagnation of methods (jr? i well-traine- d d :ilic. NUMBER 7, SALT LAKE ClTif, UTAH, JANUARY I, 1893. VOLUME IV, Thev are more likelv not to neglect the responsibilities which belong to them, to give their pupils the basis of a goo.l character and a healthv desire for knowledge which shall outlive school days. The better a teacher is educated, the more he will be likely to be dissatislied with the low ambition of his pupils; and if his conscience is awake to duty, he will stimulate at least a few of them to a higher life. in uncommon probably K!tirli!i ki:mi l:i rv s;li i.il Tin work of such a teacher will be a a i an i a spur 10 iiis associate pleasure to himelf; an if the . j i 1 1 employer is seeking g )o I te.uh-inrather than other j:i;ili;ica tions, w wiM the time an Ir. 1 amply money reai spent 1 g anything; that training develops machine like methods, and all the other criticisms we sometimes hear, still training woul more than pay for itself if only it gave teachers an idea that there is a theory of education, and that there is a literature of education. These will make the daily duties of a teacher matters of daily and interest. The continual effort to apply the theory and to keep pace with the literature will prevent him from succumbing to the tempIt will tation of stagnation. always be a pleasure to converse profesionally with his fellows, to read of what others are doing, to watch the new developments of method and science, to mark the which growth of child-minattends a new scheme of work. And this idea of a theory and literature of teaching is not only a source 'of perennial interest and life to the teacher himself; it vastly increases his usefulness to the school, and his consequent chances of promotion. lie takes an intelligent interest iu the scho )1, is a more valuable member of a living whole, and no longer i mere cog of the wheel. Dr. worth 1 ever-increasin- g d for Isaac, in Kmjlih fohirttim. in SALT LAKH is the centre of a region that has produced Granting for a moment that i lining hundred and thirty live million teaclrers are no better for train- lollars in precious metals and is ing: that they are born, not made; ;i w turning them out at the rate The higher the grade of a that experience is the only school nf ten millions per annum. preparation. -- |