large numbers willing to spend no inconsiderable portion of their summer vacation, and no small part of their scant earnings, in paying board, tuition, and incidentals at some summer watering-place to pursue their studies, brushing up neglected places in their education, and fitting themselves for higher and better work in their profession. Especially is this noticeable when we find them spending several weeks in close attendance upon the teaching and lectures of the most famous experts the country has produced, getting hints, and more than hints—principles—of the best methods of teaching the common-school studies.—Journal of Education.
(3177)
TEACHER'S FUNCTION, THE
You look into the face of a mirror, and
an image is before you—more truthful, if
less flattering, than that which the photographer
produces. You pass on, and
another comes and looks into the same
mirror; but it tells no tales of you, revives
no recollection. A thousand persons pass
before the glass, and when the day is done,
it is just as brilliant and just as vacant as
when it made its first reflection. Do we
desire a likeness that shall endure. Science
must come to our aid with its camera and
its chemicals; the image must be caught upon
a sensitized plate or film and then fixt so
it shall not fade.
In like manner the teacher may hold up a truth before an untrained pupil. It may be beautiful and inspiring, as reflected in the mirror of the pupil's mind. He may understand it, assent to it, even enjoy it; but he may also forget it as he looks upon the next picture. To prevent such loss, it becomes the teacher's function to see that his pupil's mind is not a mere mirror from whose polished surface glide these bright images in swift succession, but a sensitized plate on which truths may be photographed and fixt. (Text.)—D. O. S. Lowell, "Proceedings of the Religious Education Association," 1905.
(3178)
Teacher's Kindness—See Effacement of Sins.
Teaching—See Negative Teaching.
Teaching Sympathetically—See Sympathy
in Teaching.
TEACHING VERSUS PRACTISE
A Chinese legend tells of an old sage who
sat at a fountain. The three founders of
the principal religions of the land met him
there looking for an apostle to carry his message
to men. Said he in explanation of the
reason why he did not go himself and carry
his own message: "I can not go because
only the upper part of me is flesh and blood—the
lower part is stone. I can talk but
can not walk. I can teach virtue, but I can
not follow its teaching."
The legend seems to be a parabolic
way of pointing out the well-known fact
that it is far easier to preach than to
practise.
(3179)
TEARS AND FEELING
The higher the pitch of refinement, the
less the fall of tears. This is true of both
sexes, but especially of men, and in men in
proportion to the fulness of their manhood.
Children, of whichever sex, cry at their own
cross will, but the schoolboy will hardly shed
tears when he is flogged; the young man is
ashamed to weep when he is hurt by a fall,
except into love; while the full-bearded
adult has completely triumphed over feeling.
All these statements are true with a difference
among nations, due to climatic, historic,
or other influences. One of the mysteries
of tears is that tho, as the ministers
of emotion, they start to assuage sorrow, yet
when a mighty grief strikes us they withhold
their relief. Petty troubles not only
express themselves, but are garrulous; the
great are silent from sore amazement.
Friends, brothers, sisters and children can
weep over the pallid face, but the wife or
mother looks on her dead with wild, unmoistened
eyes. Niobe is turned into stone; and,
most dreadful of all, she is conscious that
she has been petrified to her inmost soul.—J.
T. L. Preston, Atlantic Monthly.
(3180)
TEARS, POWER OF
Boast not of the roaring river,
Of the rocks its surges shiver,
Nor of torrents over precipices hurled,
For a simple little tear-drop,
That you can not even hear drop,
Is the greatest water-power in all the world.
—Chicago Tribune.
(3181)
Technical Education, The Effect of—See Education, Higher.
TECHNICALITIES
Lord Clarendon, in describing the fire in
the Temple, London, in 1666, says: "The
Lord Mayor, tho a very honest man, was
