The Ralston Independent (Ralston, Okla.), Vol. 6, No. 39, Ed. 1 Thursday, January 19, 1911 Page: 2 of 4
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PAGE TWO
THE RALSTON INDEPENDENT, JANUARY 19, 1911.
The Independent
Published Every Thursday
Relation of Teacher to Pupil
By Wm. R. Robinson
T. E. BRYANT, Editor
The following paper was read
— before the County Tear hers' As-
Avpliontiou m«t.< for cntly Uciation jp by
throu*!. th,. mails ..ml <•. 1, ! K","°"0"
matter.
Subscription, per year $100
Strictly in advance and stopped
wlieu time expires
and shows the writer's deep un-
derstanding of the profession in
which he is a mast r:
It is only as we view education
las the foundation structure by
means of which the world's pro
Wo* Advertising per u.ch,
Locals per line 50 of the physical, the intellectual
and moral growth in character is
Church and lodge announcements win secured, that we can fully apprcc-
be run tree of charge *"5* jate the importance of the agen
advtrtlMnMnt* o( some monej ma* mi i
Ing affair. In which case regular *dver- cjeB engaged 1U the great Work.
tuttona'wd ciirrti',<if"lI.iuiikii will he .""I It ||j|H lltiCIl KHi.l #0.1 truly, tl.al
•'Ai;.lT.5'no S5!!n«e «ch. art the Kreatest mystery in the world
to accompany ord®r. '* - * 4«* <• mvifi i*v in
City Officials
Mayor- A. Leviek
Police Judge—IU. Deskeet
Treasurer—J. O. ( ales.
Clerk- Hay Dodson.
Marshal and St. Com— R •!
Jones.
Councilmen—Kred Lang, T. J. .
MOiier. J. Whiles, 0. O. Simpson, education of its
is man and the grefttf&tJUU'Stcry in
man is mind. Hence, the care, the
training, the methods used in the
development of this delicate entity
are sacred duties and they place
upon the teacher a sacred respon-
sibility. -as this training comes
within the province of the teach-
er's work.
The first duty of a state is the
•itizenship and
and A M Harry. >♦ requires but an additional step
Regular Council meetings 1st to presuppose that this duty is
and 3rd Thursdays of each cosmopolitan. Education is a lrara-
mnnth an effort, a human process, the
ameliorating influences of which
miTTPPu awn TnnGE should become world-wide. As a
DIRECTORY1factor in this process of growth,
... miiul is the enermr of which the
d y.-C. 8. Cl«rk, Pastor. our dettiny j„ t the same The
i i, J materialized product of all energy
The Baptist has services on th. is known in
first and third Sundays. r^ St in art in science, in lit-
and night, ^ ue,' in mechanism, whether
Sunday. .1. B. Rector. I astor. ^ ^ ^ the brugh th(l ,hisel
m, _ , . ,. . ..minojor the plow, ha® mind as the back
Th.. I reshyterian !. f tor it ordinal osustlity
on first and third Sundays, morn-I K™u , h . ...
ing and night. Sunday school ev-f The educahle agencies most yit-
cry Sundav -C. C. Tatum. Pastor, al as instrumentalities in securing
' ' a noble manhood and womanhood
The Catholic has services every are the home, the school the
third Sunday morning at 10 iltO.—
Father Van. Pastor
I. 0. 0.
night.
meets every Tuesday
J 0. CALKS. N. 0
R 0. CLARK, Secy
Weducs
Rehckahs meet every
dav night.
MRS. ( HAS. LOPER, N. (i.
J. 0. CALKS. Secy.
A F. & A. M. meets first and
third Saturday nights
JONATHAN WHILES. W M
\Y R DODSON. Secy
Easter Star meets second and
fourth Thursday nights.
MRS. J L. THOMPSON W. M.
MRS J. WHILES. Secv
M. W. A. meets first and third
Thursday nights.
A. M HARRY. V C.
W. II. IN0RA1IAM Clerk.
Royal Neighbors meet every sec-
ond and fourth Saturday after-
noons.
MRS. W. E. WEBSTER. Oracle.
MRS JESSIE 1 NOR AH AM. Sec.
Santa Fe Time Table
Passenger. South lOHKi a. m.
Passenger North- . :!•> p. in.
Local Frt. South 9:55 A. M.
Local Frt. North -2:00 p. m.
Feed and Drive with
MUNSON & SCOTT
When In Pawnee
G. E. PYATT,
Physician and Surgeon
Day or night calls answered
Office With Rexall Drug Store
L. 0 BARBER
Physician and Surgeon
Office in Drug Store
Stop with Mother Bolton at the
GLOBE HOTEL
When in Pawnee, European plan
world of business and the church.
Each in its turn contributes its
necessary functions in harmony
with that which succeeds it. The
training of the child in habits of
obedience by a loving parent in
the home, contributes to the well
being of the school, the euviron-
incut s ad edveable influences of
the school contribute to the sociol-
ogical influences of a busing lit"
which should be accompanied
through ac.h stage of its progress
by the crowning act of all. the en-
vironments of a Divine spiritual-
ity. Each in its turn has a place,
each in its activity has a function
and the acme of full fruitiort is
not attainable in its completeness
without the aid of each, <bir edu-
cation begins with the cradle
and ends with infinity.
The influence of home, school,
vocation and church are insepar-
able. The beneficient influences of
each art' constructive; the male-
volent influences of each are de-
structive. The victory of Good
over Evil. Right over Wrong, will
depend in the combat, upon the
strength of these two forces. It is
a battle of intelligence and mor-
ality upon the one side ami ig-
norance and perversity upon the
I other. The history of the past is
I but a record, a diary of the con-
fict.
The school, as one of the agen-
cies in this great moulding ot
citizenship, its guidance to cor-
rect living as well a* correct dying
is the theme with which we as
teachers are specially interested.
In its broadcast sense, the whole
of lift' is a school in its technical
sense it it is limited to a course of
study varying in scope and currie-
liinm to suit the needs of time and
opportunity. Hence, how we must
educate, what should be our rule
of guidance in this matter is by no
means uniform. Herbert Spencer
struck the keynote so far as this
world is concerned when he said,
"That knowledge is of the most
worth which contributes most to
correct living."
Our courses of study Irom the
common school to the university
are shaped and formulated with
this end in view "Correct living"
means much. It means much more
than the race, as yet, has attained.
Herbert Spencer's great eorpllarv
is not only true from a philoaophi-,
cal point of view, but the achieve-
ments through scientific research,
and the manipulation of the reunit-
ing laws by inventive genius, have
forced these truths upon us and
predetermined what our 20th
century education shall be.
That practical education which
will awaken the latent energy of
youth into kinetic energy of man-
hood is the problem for the schools
to solve. The multiplicity of our
technical schools is another evi
dence that we must fit our youth
for the practical knowledge which
the world demands and will con-
tinue to demand. If we do not, we
throw upon the world a class ot
which the world will have but lit
tie use. The question of human
existence, of how to make a re-
spectable living, is an intensely
vital one. Can we, shall we ever
realize that condition, when the
question of a livelihood will cease
|to haunt us? Cntil this felicitous
opportunity arrives, the best
iequipment for life's duties must
I necessarily consisl in an intelli-
gent mind capable of subordinat
ing and directing the activity of a
skillful muscle.
Nor need we wish tor such
millennium, energy, work, effort
in overcoming obstacles arc the
factors which develop the latent
possibilities of the human race.
The trend of rational education
must necessarily be utilitarian.
Nor do I mean to say to the ex-
clusion of the cultural. In fact
there is no more inviting tield for
ethical and aesthetic culture than
nature gives in pursuit of the prac-
tical utilities. We have so long
accustomed ourselves to believe
that culture consists in the ability
I to read Homer and Cicero in tin
original that we seem blind to the
thought that culture can be found
outside the dead languages.
As before stated the school is
one of the great agencies in the
uplift of the human race. It's
rapidly enlarging scope in reach-
ing out to the common masses
gives the school a contiuually in-
! creasing prominence as a factor in
the great work of civilizing the
world. Into the hands of the
teachers of a nation arc placed the
perpetuity of its institutions, its
progress, its destiny. How neces-
sary then that the true relation-
ship between the teacher and the
taught be clearly defined. Let us
then place before our view this re-
lationship of teacher and pupil as
, a problem for solution.
Given, upon the one side, a
teacher, a teacher supposed to be
I equipped with the power and skill
to perform this work properly, up-
on the other side a human organ-
ism endowed with a plastic mind
and body from which must grow
and develop under the skilltul
guidance of the teacher, a liiuli
character of citizenship; for this
|is the goal to be reached.
The skillful architect as he plans
a great building, has it idealized in
his mind's eye so distinctly in ev-
ery detail that its beauty and sym-
metry may be shown on the can-
vas while the plat of ground upon
which it is to be placed is still va-
cant. We as teachers are builders.
Have we in our mind's eye the
same conception of the product of
our efforts upon the material in
our hands as the architect T Do we
understand the nature, the capa-
bility. the character of our mater-
ial the same as lie? Have we a ra-
tional method that will adapt it-
self to the well being of this hum-
an organism in its symmetrical
growth of body and mind such as
to assure us of the same realiza-
tion and certainty as is assured to
him? If not. there is something
wrong with the teacher or the ma-
terial.
In the choice of the material,
which must be the bc6t. the archi-
tect lias the advantage, as the
teacher is denied this privilege of
selection, but a nobler task
awaits; to mould the material giv-
en into a quality and fitness that
it may become usable in the
structure as it is fashioned.
The intelligent teacher recog
nizes three great forces or powers
in the activity of mind which must
be awakened and vitalized as de-
veloping forces in the child. The
child acquires through the senses
by presentation, digests or assim
ilates these acquisitions by the rep
resentative faculties as memory,
retention and reflection; mater
ializes them into form and thought
by reproduction and expression
' It is thought the development of
these three latent powers, acquis-
ition. assimilation and reproduce
ion that the teacher can look with
the same certainty as the arehi
tect for a finished product
These three capacities of the
child, viz; acquisition, assimilation
and reproduction are the thret
index fingers pointing out tin
pathway of the teacher and then
is no side tracking but to lose th
way. It takes personal effort to a
quire; ;it tnkes conscious effort to
assimilate; it takes mental and
muscular effort to reproduct
Each of these efforts is under con-
trol 0.' the cl.ild and bevond tht
control of the teacher only ns they
are pi 'asurably awakened by th<
teacher. These efforts may be
self-incited, voluntarily induced
but never successfully forced
against the will of the child.
In eveiy successful rec't;.tion,
these tnrc- crpabilities are mani-
festly active in the child ai:d
ily observed by the w.d'-fiwaKt
ten Ur. In the awakei.iiig ol' these
latent powers of mind in the child
to a conscious sense of self incited
activity lies the secret of the su<
cess of the teacher in securing pro-
gress as well as discipline.
In order to more fully empha
size this view point of the teach-
er's attitude and relation to the
work of the school, I wish to quote
a few gems of thought bearing on
this subject, which I have gleaned
from Home's Philosophy of Edu-
cation.
"Education is not a gift to be
bestowed; it is a victory to be won.
It is not the transmission of mental
power from the teacher to the pu-
pil; it is making latent power in
the pupil kinetic. It is not a gift
of tongues fro mthe teacher but a
hard earned victory of the pupil.
Education is not a jack-knife to
be presented; it is an intellectual
pilgrimage to be taken. The teach-
er is not the pupil's pony, but his
experienced travelling companion.
Education is not receptivity, but
activity; not impression, but ex-
pression ; not knowledge, but pow-
er. The mind is not developed by
receiving knowledge, but by win-
ning it; not by having the beauties
of the world labelled and catalog-
ued for it, hut by discovering them
under guidance and self-direction.
If these aphorisms are true, and
we cannot disavow them, the ra-
tional is based on the self-incited
effort of the pupil. The teacher
who fails to secure this fails com-
pletely. Hence, to control, to
guide, to direct, to inspire, to as
sist, can be regarded as a summary
of the teacher's duties. In fact,
to do more is impossible. Self ef
fort is the key which unlocks the
door of knowledge. The extent to
which the student will push self
effort will be the true measure of
his reward.
It will be naturally inferred
from the above conclusions that
the correct training of the process-
es of acquisition, assimilation and
reproduction on the part of the
child presupposes a corresponding
equipment of the power to train
on the part of the teacher. This
power is shown only in part by
what we ordinarily accept as the
lest of the teacher's fitness and
qualifications. We have become
so accustomed to measure the
teacher's fitness by the grade of
certificate as the true standard of
measurement, that it will almost
shock us to be told that grades and
per cents are by no means an in-
fallible index to the true qualifi-
cations of the teacher.
The certificate may tell us in
part what the teacher knows, but
it tells but little of what the teach-
er feels and wills. To he an ex-
ample -of a live, sympathetic, de-
veloping force in the school room
is of far more importance to the
school than a 100 per cent teacher
with an unapproachable negative
nature and no knowledge of th •
laws of mind growth. The unde-
veloped plastic mind of the child
is the stern reality confronting
you. The progress of the child ii:
its evolution depends, not so much
upon what your certificate shows
you know, as upon what you feci
and upon what you can lead ti e
child to feci; upon what you do
and what you can lead the child
to do.
Rational method in education
a science. The application of ')
fort must conform to its laws if
we would conserve mental energy.
Such are the demands which Mi
twentieth century has the right to
require of its teachers. Acquis
tions must be assimilated; repro
duction becomes the legacy of th
world.
Wm. R. ROBINSON.
Buffalo Park Sanatorium
Pawnee, Oklahoma
A private institution devoted to the treatment of
accute diseases, especially surgical.
New concrete, reinforced with steel, fire-proof building;
steam heat; electric light; modern plumbing; long dis-
tance telephone and telegraph connections.
Equipment the most modern. Graduate nurses only.
W. M. MOORE, M. D.
FUEE
Why Suffer with Headache
and Nervousness?
This is caused by waste of nerve force passing out
through the eye. Parents should have their
children's eyes tested.
Headaches stopped in 3 to 5 minutes,
Cross eyes Straightened,
Sore eyes, weak eyes, bad eyes and
Nervousness treated by
DR. OTIS LITTLE
Optitian and Ophthalmologist.
EYES TESTED FREE.
At Shamrock Hotel Every Tuesday.
For Everything Good to Eat in
Stapl and Fancy Groceries
c— =====
Dry Goods, Shoes and Notions
CALL ON
SChAFER & SON.
*
Phone 43. Ralston, Okla
Meat Market & Fancy Groceries
.. Here you will find at all
times the best the market
affords in Fresh and Cured
Meats, Staple and Fancy
Groceries.
Prompt delivery. Give us
your next order.
Phone 28.
California Names U. S. Senator
Sacremento. Cal., Jan. II.
Judge John I). Weeks, formally
was declared United States Sena-
tor at a joint session of the senat<
assembly today. The senator-el-
cet in a short address declared
himself unequivocally for "the el-
ection of United States senators by
direct vote of the people; and the
conservation of our natural re-
sources and woman suffrage 1
am a progressive republican,
said Senator Weeks. "I believe in
the principles that the insurgents
in congress are struggling to
maintain in the interests of the
people. It is my purpose to stand
for progressive principles iu leg-
islation, no matter what may be
their origin, and without partisan
bias."
Fellows & Gates
THE NEW WAY OF SMDKINIi MtAI4
By applying two coats of WRIGHTS CONDENSED SMOKE
directly to the ment with a brush after the
through the salt. It will be thoroughly smoked, will have a
delicious flavor and will keep solid and sweet and free from
[Insects through tne entire summer.
I Wright's Condensed Smoke
a liquid smoke and contains nothing except what Is bti||"e(J
K?iT?nhi^Tlrkorv wood. It Is put up In square quart bottles only, each with a
MftSf NEVER BOLD in Bl LK. A bottle will smoke a barrel of meat
280 lbs ) For sale by all druggists at 75c. Every bottle ft*
drumrlst for FREE BOOK. "The New Way." Be sure to get the genuine
WRIGHT'S CONDENSED SMOKE. Made only by
- THE E. H- WR1CHT CO., Ltd., Kansas City, Mo.
wa aU > mrrnm «v
the rexall pharmacy
The more life there is in football
the more there is that get killed.
Now is the time to Build-We carry a
Complete stock of
LUMBER
and everything in the line of
Building - Material
Come in and let us figure
your bill and prove our
Trices are 'Right
Long-Bell Lumber Co.
A. C. VICKFRY, Mgr.
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Bryant, T. E. The Ralston Independent (Ralston, Okla.), Vol. 6, No. 39, Ed. 1 Thursday, January 19, 1911, newspaper, January 19, 1911; (https://gateway.okhistory.org/ark:/67531/metadc161801/m1/2/: accessed April 25, 2024), The Gateway to Oklahoma History, https://gateway.okhistory.org; crediting Oklahoma Historical Society.