Washington telegraph., 1850-11-27
EDUCATIONAL ITEMS.
NUMBER ".

NUMBER v.
Mr.. ETrER: The profession of teach.
ing, involving, as it does, so many aio
such varied duties, requires. as nave
before taken occasion TO remark, q Pecu''"'
fitness for the office, both as 1t respects
native ability and scholastic requirements
Its duties shonld never be assumed, eA-
cept by those who are prepared TO dis-
charge them with special reference to the
highest interests of the taught, ana WIN
thorough appreciation OF the nature anu
value OF the trust. AS we have gooa
reason to know. such qualifications are
not always found among teachers.
Many enter the profession without me
intention of devoting much time Or TABOR
to its duties,-simply for the purpose OF
preparing the way for another sphere o.
employment;-some, because they 10 not
possess the ability necessary to success III
another field;-and nearly all, without
proper consideration Of the nature, duties'
obligations. and dignity Of the office
1t will be recoiected that took the
liberty, in one of the first numbers OF
remarking upon the very general detclen-
cy of qualifications TO he found among
the members of the profession, and the
evil results thus accruing to society," and
operating by reflex influence, es-
pecially against the profession ITSELF A
serious evil originating mainly from this
cause, consists in the slender confidence
reposed in the ability, good feeling. aud
Judgment of teachers. | have asserted
that the teacher does not possess that
power, in the management and govern
ment of his school, necessary to tull
and unrestrained discharge o: duty TO his
pupils. This want of the requisite COM
mand arises, to great extent, from the
cause above specified.
The teacher, occupying position SO
important TO society,-moulding to all
extent so great, the habits and thoughts
of his upils,-leaving an impress never
to be effaced, d,-silould enjoy the full con-
6dence of the parent He stands in
peculiar relation to his pupils, responsible
to them and the world for the manner III
which he trains and developes the various
powers of the mind, and prepares it for
The active and important duties OF lite.
He stands. emphatically, IN loco PARENTS.
and being placed under obligation to
exercise the same watchfnl care and kind
supervision over the mental and moral
status of his pupils, as if he sustained
towards them the intimate relation of a
parent, he should be clothed with power
commensurate with such high and valued
obligations.
In selecting school where the paren:
desires his child to be trained and ednca-
led, his first and most anxious care
should be directed to the character aud
ability of the presiding teacher. Upon
two points, especially, is it necessary
that the parent should be thoroughly in
formed;-does the teacher, whose task it
will be to direct the mind Of my child
in its search after truth-tO unfold, and
develope, and strengthen his faculties
and TO prepare him the better to appre.
ciate the worth and elevation of mind, -
does he possess the ability and the cnlti-
vation necessary to the successful per-
formance of trust so great;-in addi-
ton to this, can I confde in his judg-
ment respecting the duties of his posi-
tion-his sense Of right-his moral firm
ness-his conscientiousness- ardent
desire to labor pre-eminen,ly for the good
of his pupils?
If these two points can be satisfacto-
rily answered in the affirmative, let the
parent Their lay aside his doubts and
fears,-let him repose confidence in these
high qualities, and cheerfuEy yield to
the teacher the liberty of exercising con-
troll over the child essential to the free
discharge of his duties. Difficulties may
indeed arise strange would it be, con-
stituted as we are, if they should never
occur. On occasions of this kind. do
not, at once and blindly, sympathize
with the child, and speak harshIy and
unfeelingly of the teacher. Let the poor
teacher,-whose heart is not altogether
devoid of feeling, aud does not wholly
fail 10 respond to many Of the kindlier
sympathies of our common nature,-let
him, at least, not be compelled to strug-
gle against the united strength of parent
and child. and wage conflict SO hope
less and destructive. Cooperate with
him,-speak Of him to your children
with confidence and pect,-inspire
them with the noble desire of meriting.
his approbation,-of aiming, under his
kind and judicious care. at higher attain
ments of mind, at more certain and
effectual progress in the difficult work of
self-control.
S. L. S.