Democrat and sentinel. [volume] (Ebensburg, Pa.) 1853-1866, 1854-02-17

appreciate each other and to aid each other.
! What are the facts in regard to this matter in
| the State of Pennsylvania Has not every Teach
| er of Common. Schools, and even the Teacher in
every Academy and College hitherto moved in
| his own sphere; attracted by none of his fellows
in other schools, but repelled by all Are the
members Of any other class of laborers or pro-
fessional men more jealous of each others sue
| cess in their pursuits Has not the Professor
in College thought himself to occupy place a.
| bove, perfectly distinct from, and wholly inde-
| pendent of the Common School Teacher Has
not the Principal of the Academy the Semina-
~ dreaded tho success of the rising Sehoolndster
lest the liberal range of his instructions would
aspire to the advantages Of higher Institutions
Have not the patrons of these various classes of
schools been led feel that there is elashing of
| their interests and have they not too frequent
| ly acted upon this presumption in recommend
ing their favorite Institutions to the exclusive
attention of the public Are not these things
! so =? Why are they SO ? Is it because all these
classes or grades of schools are not necessary
to the advancement Of the great general interests
| of Education Is it because that each of these
schools cannot be made to act upon the other,
and be reacted upon again, SO as to harInoni-
ously build up the interest Of all. No, verify
The veriest tyro in the History of the schools of
| the State knows better than this the veriest
novice in educational economy has learned other
wise. The impulses of patriotism and the life
giving faith of Christianity alike hurl back the
aspersion made upon the fair fame of our -four
ishing schools and Seminaries Of learning. They
are necessary parts of a GREAT WHOLE; they are
mutually dependent upon each other and al
though they may not be fully developed in all
their parts OF nicely adjusted in all their rela-
tions to each Other still they are progressive and
under the fostering care of an Association of all
those who are interested in them, they will soon
develope such grand system of schools, as will
command the confidence of all their patrons, and
the admiration of the world.
Surrounded by these circumstances and impli-
cd by desire to harmonize the action of Teach
ers o! all grades of schools in such manner as
the nature of their relations to each other die
tates, is it not the imperative duty of friends of
education, ::and especially the Teachers of these
schools, to form TEACHERS INSTITUTES for the
speedy accomplishment of this great work to
which the spirit of the times invites them.
III.
The Nature and .ddrontages Of Teachers Iasti-
1. They are Associations Of Teachers for Inu-
tual improvement in the art of Teaching. 'Iron
sharpcneth iron, so man sharpeneth the coun-
tenance of his friend 'sIndeed it has been OBJ
served that the most useful inventions have origi-
mated from the collision of mems thoughts when
earnestly engaged in conversation" '.One man
is nobody nor will poring upon book in cor
ner accomplish as reading and studying
of mems will" No Teacher can sit and give at
tention for an hour to the exercises of an Insti-
tute properly conducted, without learning some
thing that will fit him for the better performance
Of the duties of the schooroom. No Teacher
should think that he can plod his way along in
his profession alone, and arrive at any great
proficiency in Teaching. In every other depart
ment Of business, men can instruct each other
and they do instruct each other, and why should
| not Teachers, above all others, avail themselves
| of this means of promoting their own usefulness
| and happiness
2 Teachers ought to be friends and co-work-
ers. Who need friends more than the Teacher
of q common school! In the discussions that
arise in Teachers Institutes, in regard to the du
ties, the responsibilities, the qualifications, the
| trials and the abors of the Teacher; the sphere
of his influence and the field of his operations !;
the objects to be gained by him and the means to
be used in gaining those objects it becomes ap-
| parent, that in the very nature of things, there
is mutual and close relationship among Teach
ers of every grade, which it is the duty of all to
acknowledge, to recognise in their intercourse
with each other, and to cherish at all times.
8. They lead to the establishment of the Pro
| FEss1oN OF TEACHING, as pursuit equal in hon
or to either of the other learned Professions
This is great desideratum. The character of
our schools can never be greatly improved till
! Young Teachers can feel at home in them. As it
is at present, the business of Teaching occupies
a medium ground, or stepping stone for one who
! is trying to work his way up to the honors of a
professional lite In most parts of the State it is
not recognized as worthy of any previous special
preparation to enter upon its duties. There has
however always been one redeeming feature in
the case a successful Teacher has never, in this
country, failed to have employment at advanced
wages and just so soon Teachers shall Or
ganize under their own banner, and magnify
their o,cn Office Just soon will the people con-
fer upon it all the honors and emoluments which
! it so richly merits. Withotd such organizations,
one here and there. may break the traminels of
custom, of prejudice and of poverty, that have
ever doomed this class of laborers to mediocrity,
and rise up to assert his right to equality with
other professions but by means of Teachers In
stitutes, a host of individuals may be aroused
and led on to noble and manly enterprise in their
calling, whose efficient labors must else have
been lost to the community forever.