Shepherdstown register. [volume] (Shepherdstown, Va. [W. Va.]) 1849-1955, 1850-06-11
For the Register.
Education.


a1nvr cAp'l"n.
Thus subject embraces such vast feel,
r,r contemplation, and as 1t may have b.
come uuread-hare IN interest, we aImos
1e>poAd ~ oar attempts. Presumlmg tia
il i lullv understood Ia some extent, VT
will g,rd mp our ioins and step INFO ne
arena Of human action. We Begin hv III
king the rear, wheu i'll faci, il should b,
the vsn pant Of !he sahect--lhe public
teacher.
There is prnpric,y for some expires
sion of sentiment on THIS topic. The pub
lie appears 10 I've perfectly disn;rresled it
arcredling the duc mad of praise for ser
vices rendered IN This direction On iht
contrary he is looked upon--how No
- a professional man-but rs the fms
The Importance which should be attached
20 the period of development IS wholly
overlooked. There is certainly no good
Judgment exercised on tins poin'. The
parent takes very lilrit or no pleasure il
having the proper basis for the develop
inent of his child and 10 screen himself
from public censure he places it under
,he care of a schoOlngs.er. Before the
child enters the school room, it is tod of
the masters looks, rod, etc, which has 4
tendency to ruin every prospect OF success
iul development for some months, until
The child feels itself al home. III this way
the parent endeavorS to throw off every
obligation and responsibility, and throws
il upon the teacher. What is the result, I!
The parent becomes dissatisfied because
the progress of his child does no. meet
his expectations, and consequently the
teachers receive not a little ccnsure for
what h calls non-perIormance of duty to-
wards the child. The mind cannot be
manufactured.
1t has been a cause Of grlef 10 see the
conduct of parents towards teachers in this
particular. Il appears to us that the prn-
c,palship is mistaken. when the agency is
condemned from a want Of proper atten-
ZION on the part of The principal. Bul
subordinate direction must, it seems, be
promptly attended to 10 secure favor.
Now the teacher cannot command the
chld's education, hut he can make use OF
certain means, preliminary in their char
acter, to adapt them To meet certain ends.
Yet, he it understood, that the parent is
Co.wurkcr with the teacher in the educa-
tion OF his Child lie cannot shake up
his responsibilities whatever, he must
work with the teacher.
The office Of the teacher is, to use Ger.
tain n,ran<, To fix The attention in order to
prepare it TO MI,k This is the idea con.
n"tcd wl'h teaching aud education. Let
the attention he fixed first, and the way is
prepared 10 think; after which follows
Ire period OF acquisition. But many have
lak, II up the idea that nothing more is
wanting than book, ant then the teacher
is to work wonders. Books are very es,
sru,ial IN The education of child, but al
ter all they are a sort of dumb teachers,
living teachers are necessa-
~ to fill up tie outlines which are pre-
SIN ed under book education.
The position OF The teacher is not de-
void of interest, but on the other hand one
of commencing importance. The para.
mount importance or value attached to the
duues connected with the development OF
intellectual nature of man, renders il
worthy of every attention. Bat while he
IS dl>cnarglng his arduOuS duties faithful
", tn insure successful results, he des-
ponds and becomes discouraged in meet
mg such rhec!less responses, from dIrec'
ton, ica>lrXpcclrd in TIE way OF adequate
,nuncrdunu>. Yet he consoles himself
IN anticipating better day 10 dawn at
some future period, whereby 10 realize his
mot >2rgi'ur expectations.
The education of child, when faith
ful, cou>rueie:., by every honest teacher,
Is no cay matter 10 lie accomplished.
- al pan nee, care, and anxiety are un-
.ergrnr ~ re work. The misdrCrtion
n I'll carIy cdacajion OF q child, will ex-
,..,l ua .,r> ..Aueuce on lis whole sub
seq sru; course. Education, in an intel
i.,,.d ..a. .. noi altairable in few
roor'l, %. YEA, but it requires patient
I.;., l.r g.. :. Tt, oi wears. III order 10 give
lDc :u,,..,s. g.. ,uayalioual features. We
may we'll cNriaiu, who is sufficient for
!ur asa! then we lock around aud see
what Is - be cone yeIby the public teach
e.. An wuha his, the public in all
gcu"rn>l'y lo his rviceS. Is wont to draw
the veil Of oblivion.