Wilmington journal. [volume] (Wilmington, N.C.) 1844-1895, 1851-08-15
For the Journal.
Edueaffon-NO. 5.

-; o,orvvbare prevailing that it matters but little
Ia tho Qualifications of teachers employed
in our Common Schools SO as they can read,
write and CIPHER to the rule OF three is considered
all sufficient for teaching small children ms opln-
ion is erroneous in point OF fact ana injurious TO the
canse of education itself. 1t there should be any
discrimination in the qualification oil teachers' the
best in my opinion, should come first. All have
said in a former article upon the qual1hcatlon OF
mothers and the lasting impressions made by them
unon the minds and character OF children, apply
equally to the duties and responsibilities OF teachers
when the child shall be loosened from maternal in
structon and placed under their care and attention
The child here enters broader career. He is here
placed to acquire the first principles OF science, as
his mother gave him the first lessons IN morality and
ethics If then the teacher should be himself def
Gent in the rudiments of those studies knowledge
of which he is attempting to impart, what ncalcula-
BILE injury is wrought upon the mind OF the pupil,
when so susceptible of receiving wrong Impressions
Often at such an age more injury is done to the
young mind than years of good discipline can re-
move If the rudiments of the sciences should not
be properly taught-the young mind watched and
nurtured, and its several powers expanded and d.
rected Alright it matters not what subsequent
of instruction may be pursued the mind will
feel the perncious effects of such training. Care
lessness to-day becomes habit tomorrow, and who
has not sriven almost in vain to rid himself of such
habits acquired in early schooling Who has not
heard with modification, visiting Common
School Houses, the monotonous, singing, droning
tone of voice in which the younger scholars al
lowed to read ! No care taken to learn them even
simple rules of emphasis, Infection punctuation
| CTR nd IN
architecture, is not the skill of the mechanic ne
cessary in the foundation the upper structure g?
Is it not preferable that this should be first laid by
the hand of skillful workman that it may be built
upon, than to compel the after mechanic to build to
its ilcontrived parts tear it down and commence
anew! Just so in laying the foundation of our edu-
cation with this diference-n mechanism
terias can be obtained but with the mind the same
material has to be disjonted and remodeled, which
is by far difficult than to rear it from the be-
ginning. What teacher has not found it more diff
cult to free a child from such habits acquired in
early schooling than to have impaired in the begin
ming proper knowledge of his studies Just also
in self-culture, or what is termed selfmade men,
Fortuitous circumstances lay the foundations and
solitary and unaided efforts complete the work.
TO teach is the highest duty that one intelligent
creature perform to another upon the grounds
of sympathy, humanity, and common interest 1t is
not alone necessary that teacher should be men,
tally competent other qualifications are as necessa-
ry to full discharge of his duties. Cold, isolated
scientific truths of little value unless under the
guidance of warm sympathies and generous impul-
ses. To be good teacher, says able writer re-
quires whole man-clear Visions warm sympathies,
noble passions, and lofty purposes the whole mind
and heart, and soul and body-all, in short that
goes to make up the totality and integrity of
and gentleman should be present and active in
each and every part of the work and the less he
smells of the closet the office, the pulpit the
school room-of anything indeed, but heaven, and
nature, and humanity-the more Instructive will be
his instruction. A teacher should stand before his
pupils at once the subject and the object of all
the feelings and faculties that into the idea OF
manhood He should be to them breathing reve-
aton of humanity in the recognition of which they
n are themselves to grow up into He should pos
: sess such elements of character will enable him
to upon the mind and heart of his pupils-and
= strive rather to his learning means of i'm
parting himself than himself as a means of impart
ing his knowledge. Then he will not only be able
to act rihin the mind of the scholar and developt
it, but at the time his respect love- ant
d admiration. Unless this point be gained, but litt
benefit will result from bis abors In the next plac
teacher should be clothed with authority to enforc
- his commands.
d Many parents exercise mistaken affection 70
their offspring by complaining against the exercs
= of authority by teachers. In this democratic age
is thought wise maxim " that the best government
is that which governs least This will do for polti
l. cal communities, but will not answer for the govern
" ment of children. We should trust to the prudenc
and discretion of the teacher to abuse this au
thority, and none ought to be employed unless 20
to can have this confidence in them. Much injury Of
y ten results from it. In my opinion child shout
es be striped unless for manifest derelction
H. duty. Mild persuasion that appeals to the hear
ID the PRIDE and sef-love of Children should first
IF exhausted. The habit Of whipping children for
knowing their lesson think very injurious. | hav
r. myself been often frightened out of we'll know
IT, lesson through fear of fogging. But when stul
IL bornness unwngness to obey orders is exhibite
D. by the child, then ounce of hickory is worth
e. pound of logic.
ne 1t is remarked by DR.. CHASE, distinguished lii
n. guist in of our Northern Universities, that
as though he can read with ease every other book
to the latin language he cannot read Virgil, becau
aU when he studied that book he was placed under
If cross, morose teacher, who whipped him clear thr
n TO oil hro,, lof4 H.,