Vermont watchman and State journal. [volume] (Montpelier, Vt.) 1836-1883, 1855-04-20

OF these very Institutions have been
the main cause of the lamentably
superficial scholarship which now
exists, yet if they will turn their at
tcntion more to quality than guam
tity, and if in addition to complete
and thorough instruction in all the
elementary branches, they give
sound instruction in the science and
art of teaching, and governing
schools, the much needed state ed
vocational reform will be well be-
gun.
Aud it is TO be hoped that ere
long the State will furnish the pc
cuniary aid necessary TO do what
needs to be done in this direction.
Let then those young men and
women who possess the natural a.
daptedness for eminent success in
teaching, realize this as the voice of
their destiny loudly calling upon
them to qualify themselves for this
noble calling.
Let them no, say that the pecuni-
airy inducements Of school keeping
are not sufficient. This is too true,
but if they will prove Themselves
worthy of their vocation they may
rest assured that even here in Yer
mont, they will not 90 uurewarded
First class teachers are in great
demand and receive any reasonable
compensation.
But even If they should not in
all cases have a just compensation
in dollars and cents if they do
their whole duty they will have a
more glorious reward in the con-
sciousness Of having done what they
could for the good OF others, which
is as far above all earthly rewards
as heaven is higher than earth.
Ihe feqchcy Shoald be- u Common
Schooi Missionary, be thoroughly
imbued with the spirit of his work
realize some what the responsibilities
of his calling, giving himself liv-
ing sacrifice, resolved to conquer he
viii most assuredly come of victo-
rieus, having graufed truly lat-
dable ambition and served his gen
GRAFTON in that way in which every
noble impulse Of the heart, and ev-
cry holy influence III heaven and
earth impels him.
But says one, how shall accom-
plish this great AID glorious work
how shall attain that praiscworlhy
end which so many fail Of reach
ing
answer that any youth wcll-ft-
ted by nature and education. with
this as an object dcarer aud higher
than lie itself, with his soul on fire
with enthusiasm Ia his profession,
the word fail may be struck from
his vocabulary.
Teachers are born not made, but
nature so called, in this case, as in
most others, can he improved by cul-
tiyation, hence the teacher must
needs be taught how 10 teach.
To attain that success which all
so earnestly covet, he must we'll UNI
dersland the branches to be taught
he must continually refresh his mind
on them by constant daily reviews,
and originally investigate them for
himself; he must be deeply interest
ed, else he may not expect to inter-
est others he must know how, and
be able to impart his knowledge
he must not ouly be an original
thinker himself, but must possess
the power of making his pupils or
iginal thinkers, aud Investigators
also; he must be Familiarity acquaint-
ed with the powers and capacities
of both body aud mimi, and the
laws which govern their deueiope-
ment, groloth and decay he must
have extensive knowledge ofhnman
nature and individual character that
he may be able suitably to adapt his
instructions and discipline to each
he must have a strong lore for, and
interest in children aud youth, aud
have an anxious solocitude for their
highest good he must ascertain and
adopt the best mode of teaching
and governing ; he must have the
power Of arousing dormant minds to
action, and directing them Alright
when once awakened be able care
fully to curb and restrain the al
ready too fast, and bring forward
from the rear those who drag be-
hind lac must, if possible, cause
all 10 become conscious OF their own
powers and capacities, and to rely
an their o,on efforts, especially, for
advancement he must IuUioo,,,
be apt to govern as well as teach
TO govern himself, and 10 govern
others-a person without SelfeOn-
troll, cannot control others. But he
that can govern himself, is a fit per-
son to govern the world, and Of the
teacher it is emphatically true. that
to knOw himself is the greatcet of
all knowledge; without it "he is a
wandering bark upon whose path
way shines all stars of heaven, ex-
cept the guiding one"
But schools like this would have
been governed too much, yet with
out government a school is worth
less, and very many of our teachers
seem to fail in this point of their
duty. The common remark rs, our
teachers know enough, but they can
not govern. Government involves,