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4? m ill ; D. A. COVINGTON, GA 11
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CONDUCTED BY PROF. J. 0. MARTIN. &
4 Teachers Will Please Address all Communications to Prof. J. 0. Martin H
£<" Oxford, Ga., R. F. D. No. 1. Vi
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Suggestions to Teachers.
As a general rule, a teacher,
'wrhtle carrying on a school, should
, ei!<J t try to carry on an ex-ra course
,r£ etudy preparatory to a protes
sian, or to a university o. urse He
its seld his time to Ins patrons,
■asd if he does his full duty to his
pupils he will h ive spent all his
nervous force and become as “lira
. zr as a rat:, t t mcapable r.f doing
:<«:c jrsolid work until he has re
gained liis nervous vigor by recre
atives and sleep and pleasant go
If he endeavors to do so he
must be an extraordinary person
i£ he does not do it at a loss to
hinaself and his pupils. A great
tfeatof irritability of temper is
^nought into the school romn in
this way, by teachers overtaxing
school work. I would suggest
further, that every school should
Ta.ve a public exhibition of some
■kind, and that a part of this exhi
'intion should be an honest exatni
xt ition of <he pupils on some of
tLieir studies, especially reading,
■spelting and arithmetic in the pres¬
ence of the public. To have notli
ieg but reciting pieces is very de¬
ceptive: teachers otten conceal the
shadowness of their work by get¬
ting up an imposing exhibition of
recitations alone and waste a month
air two in getting them ready. Let
siot the teacher get into the habit
of saying to a class, “We are
pressed for time, and so you will
i*ot recite this lesson, but take the
next for tomorrow.” A great part
of what is learned is at recitation.
A successful teacher will be very
cautions about inviting persons to
come to the school to make talks
to the children at the expense of
the recitations. Visitors should be
restricted mostly to trustees and
parents, and they should generally
be silent expectators. Formerly
.peaching was more thorough than
It is now for several reasons—the
•shortness of the time spent in
-i'eiiool every day, the lamentable
-cxulriplicity of studies, the dispo
■sition on the part of many teach¬
ers to waste time by inviting
-<jts to make talks, over-crowded
schools, the real indifference on
the part of teachers as to whether
.their pupils really learn, so they
-can make a little money and quit
tire business for something that
-twill pay better. Formerly exami
-iration in their studies was almost
all that was done at the exhibitions
.a our schools but now they have
-gone to the other extreme. Dec¬
lamations by the boys, at lea-t,
should be a part of the exercises of
•every school. The true value f
this is to accustom the child to
face an audience and so learn sell
confidence; that is all. A teacher
should have at baud a good treatise
! on the art of expression, in read
i»g and speaking and singing.
Education may he divided into
two parts: First, to learn bow to
think a.id to acquire knowledge,
and second, to know how to tell
; what you have learned And the
one is as important as the other,
j Every successful teacher will al
Ways study the lessons his pupils
have to learn. This will give him
freshness and alertness in teaching
j ' The what pupils he has should known be a long tiained time, in
habits of cleanliness, and to this
end a basin and towel ought to be
kept in a convenient place for t hem
to wash their hands and faces
whenever they come in out of or¬
der, and pupils ought to be graded
on neatness ot person and of dress
A teacher should always tell the
truth in speaking of his pupils, es¬
pecially when talking t<> parents or
friends. I have known some great
falsehoods told by teachers flung
here, uuu I could write a book giv¬
ing account of the falsehoods (that
is the wprd) that teachers have
told and did not think it wrong
because, they say, all teachers do
it more or less. When crowded
with work, a teacher will avail
himself of the assistance of his
more advanced pupils in helping
to drill the younger ones whenever
it can pe done without injury to
either class. J. ti. Moore.
* *
From Prof. R. A. Guinn—First
Teacher of Flint Hill School.
January 1850 I organized, in
old Macedonia Church, the first
school that was ever taught on
that rocky hill. The school was
large and flourishing all the year.
Iii July of that year, we had an
old time public examination and
exhibition of all the students,
from the largest to the smallest
in their studies, such as Spelling,
Reading, Geography, Arithmetic,
Black-board exercises, etc. All
the pupils did fairly well for their
first appearance before an audience
and it being the first public exer¬
cises m-er conducted by their
teacher. The audience was large,
attentive and appreciative. The
school continued to flourish to
the end of the year, and before it
closed the patrons of the school
earnestly solicited me to take the
school for the next scholastic
year, but I had learned during
that year’s experience that my
education was not sufficient to do
the good and honest work for the
children that I desired, I therefore
asked them to excuse me for one
THE ENTERPRISE, COVINGTON GA
teaching. They reluctantly con
sented for me to go to school the
next jear by mv promising to
teach tor them one or moi'o years
after I left school.
January 1851 I entered school
at Social Circle, Ga . under Mil
ton Carter, an experienced teach
er, who loved his profession. I
appreciated the advantages, and
did good work day and night, and
had learned how to study during
tbe year, and I left Social Circle
Academy brighter and better
equiped to do good for the young.
After I returned home from
school I found mv former trustees
and patrons anxious to contract
with me to teach for them the
next year; they proposed to build
a new and cutnmodiousacadt mv o
that rocky lull near Macedonia
j Church,
The building was completed and
ready for use. and I accepted their
proposition, and in January 1852
we dedicated the new building,
giving it the very nppropiutv
name, Flint Hill Academy. The
sciiool prospered, and attendance
increased every ynar, and it soon
became neccesaary to enlarge our
building in order to accomodate
pupils wishing to enter our school
I taught consecutively, the schools
at Flint Hill Academy till the
last of the year 1S57.
January 1858, I «ccepted and
took charge of the school at Con¬
yers, Ga., then in in Newton Co.,
I taught here, continuously till,
the later part of 1898, except the
time I was in the Confederate
Army, making about forty-six
years teaching at the two places
Flint Hill and Conyers, The
facilities for teaching, and met
hod of teaching when I was at
Flint Hill were quite different
from what they are now; then we
had no normal schools and text¬
books on methods. Theconcient
ious, humane teacher studied each
pupil, his mental and physical
ability to learn, and what advan¬
tages of training he had had at
home or at school, and graded
him according to his ability to
sustain himself in that grade.
Now under our modern school
system, we find teachers grading
pupils according the number of
text-books they have been rushed
through, without knowing any
thing about their mental and
physical ability to learn, or what
advantages of training they have
had at home, or in school; there¬
fore the pupils are unequally
classed or graded. Tbe duller
pupils, no matter from what.
cause, must lag and become dis¬
couraged or cruelly urged to keep
up with their class, or assign them
to a lower grade, to their humil
iation, while the brighter pupils,
with half study will bound for
ward, or else be kept with the
weaker pupils of their grade, to
their great discouragement, This
inequality of progress m the class
is largely the result not knowing
the ability of each pupil to do the
work of the grade. The wise
them over the dark places
their lemons, and thus encourage
and inspire them—Ho never re
quires of them thing impossible
Self knowledge, self control,
diligence, hmwerv, th jughtfulness,
sympathy, good character and the
ability to communicate what one
knows and taels to others, are
essential elements to a teacher.
These essentials cannot be ac
quired by attending norma'
| schools, or bv reading books on
I U)el hod ; they must t aturally
exist in the teacher. Attending
normal schools and reading bo >ks
on teaching may aid him, but
these rare qualifications are ob
tained by honest work ad exper
| ' elice in the school-rootn with
children. A teacher should know
more than what is written m
books, he should have go,>d prac
tical common sense, a good heart
and a magnetism about him tint
draws his pupils irresistibly to
him.
R. A. Guinn.
* *
Notice.
In the next issue of The Enter¬
prise will be givmi a picture af the
board of Education, with a short
sketch of each meur. her.
ibis body of gentlemen is com
posed of Prof. H. H. Stone, presi¬
dent, Hon J. M. Mitcham, Hon.
D. J. Adams, Hon. M. C. Davis,
Hon. A. J. Belcher, and Hou. G.
C. Adams, 0. S. C.
Every boy and girl in the coun¬
ty should procure a copy of this
edition and learn something of the
men who manage the educational
affairs of our county. J. 0. M.
-* *
•*
Georgia’s Rural Schools.
State School Commissioner Mer¬
ritt has issued a valuable and in¬
structive pamphlet on school work
and school conditions as observed
in the counties of Coffee, Morgan,
Rockdale, Union and Wayne by
Hon. G. C. Adams, county school
commissioner of Newton county,
and Hon. W. R. Smith county
school ■
commissioner of Tift county.
This pamphlet is sent out as a
result of a conference of the state
educational campaign committee,
consisting of a number of the lead
iiig citizens of the state closely
identified with or interested in ed¬
ucational work.
Numerous illustrations are re¬
produced, giving a fasthful ideas
ot the rural school houses in the
counties visited, all of which are
typical jf the state. Some of these
buildings are highly creditable,
butothersare entirely inadequate
and indicate one of the necessary 7
reforms in Georgia.
the Interesting visits reports are made of
by the two gentlemen
named to the schools in the coun¬
ties visited, setting forth in a clear
and concise manner just what is
being done in the cause of educa¬
tion as practically applied. In
this way it is possible to indicate a
number of improvements and to
keep a close record of present day
tendencies.
The little pamphlet of e.ghty
all pages who is well interested worthy of perusal by
are in the edu
cation of Georgta boys and girls.
9
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THE.HOME more purposes than any
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We’re at your service with many other things in
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W e carry only the better grades of goods—the
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OS v- I
Covington, Ga.
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si 14 THE ENTERPRISE
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FOR 15CTS AN ACRE.
For I5ct3 an acre you can increase the yield of i: •'Bhj
your corn ’••
to eight bushels.
For 70cts an acre you can increase the yield of cotton T- 1
two and half to your
a ten dollars an acre.
A peck oi common corn a9 feed is worth 20cts. A peck of
‘•Higgins White > J or “Eureka” will cost 50cts. Either of these *
make the increase mentioned with the every ;.1
Cook' same work. al7the’eomm® In
a Improved cotton has gone away ahead of ' Sti
rieties. It w ill make as many pounds of seed cotton ai
per acre
y.elds about six pounds more of lint to the hundred than tbe
seed. An acre of green seed producing five hundred pounds
hundred and seventy pounds of lint, Cook’s Improved producing
hundred pounds make two hundred pounds of lint. At lOcts aP 2
one will be seventeen dollars, the other twenty. Green
-iflcts a bushel, Cook’s Improved $1.00. Profit $2.30. _ Mr
For Cook’s Cotton Seed or either variety of send at ou« mk 1 Al
to corn
G. W. W. ST0>* I bc '
OxforM